assignment project design

Free Front Page Design

Free Front Page Designs For Assignments And Projects [Download MS Word Templates]

A good front  page design  is important in a project because it makes a strong first impression. A well-designed cover page or front page can create a positive initial impression on the reader and set the tone for the rest of the project. It Conveys professionalism. A professional looking cover page demonstrates to the reader that the project has been completed with care and attention to detail.

The cover page should clearly communicate the title, author(s), and date of the project, as well as any other important information that the reader needs to know.

A well-designed cover page should reflect the content and tone of the project, helping to build a connection between the reader and the project’s contents.

In short, the cover page is a crucial component of a project and can have a significant impact on how the project is perceived and received by the reader.

Front Page Design Template Samples

Benefits of using a good front page design on your project

• Establish a visual identity: A consistent and recognizable design on the cover page can help to establish a visual identity for the project and make it easier for the reader to identify it in the future.
• Differentiate the project: A unique and eye-catching cover page design can help to distinguish the project from others and make it stand out.
• Create a sense of unity: A well-designed cover page can provide a sense of unity to the entire project and reinforce the idea that all of the elements of the project are part of a cohesive whole.
• Provide context: The cover page design can provide context and information about the purpose, audience, and goals of the project, helping the reader to better understand and engage with the content.
• Improving organization: A well-designed cover page can help to organize the contents of the project and make it easier for the reader to navigate.
• Facilitating access: A clear and well-designed cover page can make it easier for the reader to access the contents of the project, and quickly find the information they are looking for.
• Enhancing accessibility: For projects that are shared electronically, a well-designed cover page can enhance accessibility for users with disabilities, such as those using screen readers.

Overall, a good cover page design is not just a cosmetic detail, but an important aspect of the project that can influence the reader’s perception and understanding of the content.

A well-designed front page can set the tone for the entire project and make it stand out from the rest. In this blog, we’ll take a look at some sample front page designs, best practices and tips to help you create a stunning front page design for your next project.

Front Page Designs Of Assignment

Front page designs for assignments [free ms word template download].

Creative Front Page Design For Assignment [Free MS Word Template Download]

MORE ASSIGNMENT TEMPLATES

Tips for Stunning Front Page Design Of Assignment

While it’s important to keep the front page design simple, that doesn’t mean it can’t be creative. You can still add a touch of personality to your design while making sure it’s organized and professional.

Here are a few ideas to get you started:

• Use a unique font or color scheme
• Incorporate illustrations or graphics related to your project topic
• Experiment with different layout options

Science Project Front Page Design [Free MS Word Template Download]

When it comes to designing the front page for a science project, the design should reflect the topic and make the project stand out. You can include images or graphics related to the topic, and use a font that is easy to read.

Front Page Design For Physics Project

Front Page Design For Chemistry Project

Front Page Design Tips For Chemistry Project

To design a cover page for a Chemistry project, you could try the following design concept:

• Use a light blue or green gradient to represent the chemical elements in a test tube.
• Use a bold sans-serif font, such as Arial or Verdana, to write the title of the project in white or yellow. Make the title the focal point of the page.
• Use a smaller sans-serif font, also in white or yellow, to write a brief description of the project, such as “An investigation into the properties of chemical reactions.”
• Use a smaller sans-serif font in black to write your name, class, and date of submission, positioned in the bottom right or left corner of the page.
• Add the logo of your school or university in the top right or left corner of the page.
• Include a relevant image or illustration of a chemical reaction, periodic table, or other scientific concept to reinforce the subject of Chemistry.
• Consider adding a simple white border around the entire page to give it structure and definition.
• This design concept incorporates elements of the subject of Chemistry, while also keeping it simple, clean, and professional.

Front Page Design For Biology Project

Front Page Design Tips For Biology Project

For a biology project cover page, you can consider incorporating the following elements:

• Title: A descriptive and concise title that accurately reflects the content of the project.
• Author(s): The name(s) of the person(s) who completed the project, usually in a prominent position on the page.
• Date: The date the project was completed, which is typically included in the header or footer of the page.
• School or organization: The name of the school, institution, or organization that the project was completed for, if applicable.
• Relevant images or graphics: Images or graphics related to the biology topic being studied, such as diagrams, charts, or photos of specimens.
• Project description: A brief summary or description of the project, including the purpose, methodology, and key findings.
• Aesthetics: A clean and professional design with a color palette that reflects the biology topic being studied. For example, green and blue might be appropriate for an aquatic biology project, while warm oranges and yellows might be appropriate for a botany project.

It’s important to note that the specific requirements for a biology project cover page can vary based on the guidelines provided by the teacher or institution. However, these elements can serve as a starting point for creating a visually appealing and effective design for a biology project cover page.

Border Front Page Design For Project [Free MS Word Template Download]

Adding a border to your front page design can help make it look more polished and professional. You can choose a border that reflects the topic of your project, or use a simple border in a neutral color.

Front Page Design For English Project [Free MS Word Template Download]

Front Page Design Tips For English Project

To design a cover page for an English project, you can consider the following steps:

• Choose a theme that aligns with the project topic and make it visually appealing.
• Add a title that clearly represents the project, it should be big and legible.
• Add your name, class, and date in a clear and concise manner.
• If required, include the name of your instructor and school/university.
• Add any relevant graphics, images, or logos that reinforce the theme of your project.
• Make sure to use a font that is easy to read and aesthetically pleasing.
• Consider adding a border or design element that ties everything together.

Note: The design should be professional and align with any guidelines provided by the instructor.

School Project Front Page Design

Floral Front Page Design For School Project

Whether or not it’s a good idea to use a floral front page design for a school project depends on the context of the project and the guidelines provided by the teacher or instructor. If the project is related to a subject such as art, design, or gardening, then a floral design may be appropriate. However, if the project is focused on a more technical or scientific subject, a more straightforward design may be more suitable. It’s important to consider the purpose and audience of the project and to ensure that the design effectively communicates the information you want to convey.

Cute Front Page Design For Project

Simple Front Page Designs For Project

Front Page Designs For Math Project

Front Page Designs For Music Project

Handmade Front Page Design For Project

Tips to make your handmade front page designs more appealing  .

A handmade cover page design can add a personal touch to your assignment and make it stand out. Here are some elements you could consider incorporating into your design:

• Hand-drawn illustrations or graphics: Use hand-drawn illustrations or graphics that are relevant to the subject matter of the assignment.
• Handwritten typography: Incorporate hand-written typography into your design to add a personal touch. Consider using a calligraphy pen or brush to create unique, hand-lettered text.
• Collage: Create a collage using different materials, such as paper, fabric, or photographs, to create a unique and visually interesting cover page design.
• Watercolor: Use watercolor to create a painted cover page design. Consider using colors that are consistent with the subject matter of the assignment.

By incorporating these elements, you can create a handmade cover page design that is both personal and professional. Keep in mind that a handmade design may take longer to create than a digital design, so be sure to allow enough time to complete it.

What are the best tools to create a beautiful Front Page Design for a project ?

There are many tools you can use to create a beautiful front page design for a project, including:

Here’s How You Can Create a Beautiful Front Page Design in MS Word:

• Choose a page size and orientation that suits your design. Go to Page Layout > Page Setup.
• Select a theme or color scheme. Go to Design > Colors.
• Add a header or footer for branding. Go to Insert > Header & Footer.
• Insert a title text box and customize its font, size, and color. Go to Insert > Text Box.
• Add an image to the background. Go to Insert > Picture.
• Add other design elements such as shapes, lines, or text boxes to create visual interest. Go to Insert > Shapes.
• Align and arrange elements as desired. Go to Home > Align.
• Apply styles to text, such as bold or italic, to make the page look more polished. Go to Home > Styles.
• Preview the page to check its appearance. Go to View > Print Layout.
• Save the document as a template to use as a starting point for future projects. Go to File > Save As > Word Template.

A good looking front page design for a school or assignment project or a science project is important because it reflects the attention and effort put into the project, and can impact the grade or evaluation received. A well-designed front page can also effectively convey the topic and purpose of the project, making it easier for the teacher or evaluator to understand and appreciate the content. A visually appealing and organized design can also make the project stand out, showing initiative and creativity, and can help the student effectively communicate their ideas and findings. In science projects, a clear and effective front page design can also help emphasize the significance and potential impact of the research. Ultimately, a good looking front page design can enhance the overall presentation and impact of the project.

What is the downloaded file format?

.doc (MS Word file extension)

How to edit the downloaded template?

Open it in MS Word and make changes according to your need.

What is the size of the template?

It is A4 size template.

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Free Cover Page templates

Create impressive cover pages for your assignments and projects online in just a click. choose from hundreds of free templates and customize them with edit.org..

Create impressive cover pages in a few minutes with Edit.org, and give your projects and assignments a professional and unique touch. A well-designed title page or project front page can positively impact your professor's opinion of your homework, which can improve your final grade!

Create a personalized report cover page

After writing the whole report, dissertation, or paper, which is the hardest part, you should now create a cover page that suits the rest of the project. Part of the grade for your work depends on the first impression of the teacher who corrects it.

We know not everyone is a professional designer, and that's why Edit.org wants to help you. Having a professional title page can give the impression you've put a great deal of time and effort into your assignment, as well as the impression you take the subject very seriously. Thanks to Edit.org, everyone can become a professional designer. This way, you'll only have to worry about doing a great job on your assignment.

On the editor, you will also find free resume templates  and other educational and professional designs.

Customize an essay cover page with Edit.org

• Go to formats on the home page and choose Cover pages.
• Choose the template that best suits the project.
• You can add your images or change the template background color.
• Add your report information and change the font type and colors if needed.
• Save and download it. The cover page is ready to make your work shine!

Free editable templates for title pages

As you can see, it's simple to create cover pages for schoolwork and it won’t take much time. We recommend using the same colors on the cover as the ones you used for your essay titles to create a cohesive design. It’s also crucial to add the name and logo of the institution for which you are doing the essay. A visually attractive project is likely to be graded very well, so taking care of the small details will make your work look professional.

On Edit.org, you can also reuse all your designs and adapt them to different projects. Thanks to the users' internal memory, you can access and edit old templates anytime and anywhere.

Take a look at other options we propose on the site. Edit.org helps design flyers, business cards, and other designs useful in the workplace. The platform was created so you don't need to have previous design knowledge to achieve a spectacular cover page! Start your cover page design now.

Create online Cover Pages for printing

You can enter our free graphic editor from your phone, tablet or computer. The process is 100% online, fun and intuitive. Just click on what you want to modify. Customize your cover page quickly and easily. You don't need any design skills. No Photoshop skills. Just choose a template from this article or from the final waterfall and customize it to your liking. Writing first and last names, numbers, additional information or texts will be as easy as writing in a Word document.

Free templates for assignment cover page design

Tumblr Banners

Facebook Event Covers

Album Covers

Magazine Covers

Search our database of 10,000+ Microsoft Office templates.

28+ Best Free Assignment Cover Page Formats for MS Word

What is an assignment cover page, key elements for a comprehensive front page.

• Institution Details: Begin by prominently featuring the name of your school, college, or institute. This establishes credibility and provides context for your assignment.
• Personal Information: Include your own name to indicate authorship and ownership of the assignment. This adds a personal touch and facilitates easy identification.
• Assignment Title: Clearly state the title of your assignment, conveying its purpose and focus. A concise and informative title sets the tone for your work.
• Course Information: Specify the relevant course title or code to indicate the academic context in which your assignment was completed. This assists in proper categorization and organization.
• Instructor’s Name: Acknowledge the teacher or professor who will be evaluating your assignment by including their name. This demonstrates respect and professionalism.
• Due Date: Clearly indicate the deadline or due date for the assignment submission. This ensures timely assessment and helps you stay organized.

What are the basic tips?

• Font style : It is always in the best interest to use bold, simple, and clear text instead of using fancy text fonts and styles. This helps the reader understand things in a better way.  Moreover, the usage of pictures behind texts must be avoided as it creates poor visibility for the reader when reading the text printed on it.
• Presentation: Presentation plays an important role in expressing what you need to convey to someone and how you need to communicate it. Presenting the title page in the most effective manner is essential as this leaves an impression on the teacher reading the assignment. It also acts as a decisive tool for the teacher whether or not he/ she interestingly goes through the whole document.
• Spell Check: Before handing over the assignment, one should take a brief review of all the spelling and also look for any grammatical errors.
• Avoid plagiarism: A student must always be honest in what he writes. He should avoid copying material or texts from anywhere.
• Personal detail: One should never forget to mention his/her name. The font size used for writing the name must be bigger so that it makes the name visible to the teacher.

Advantages of an Impressive Assignment Cover Page

• Showcasing Professionalism: By meticulously designing your cover page, you demonstrate a strong commitment to professionalism. This attention to detail reflects positively on your work ethic and sets you apart as a dedicated student.
• Creating a Positive Impression: A well-crafted front page sets the tone for your assignment, capturing the attention of your teacher or professor. It establishes a positive first impression, arousing their interest and encouraging them to delve further into your work.
• Enhancing Visual Appeal: A visually appealing cover page enhances the overall presentation of your assignment. With carefully chosen fonts, colors, and layouts, you create an engaging and aesthetically pleasing introduction that captivates the reader’s attention.
• Communicating Pertinent Information: It provides a concise summary of essential details, such as the assignment title, your name, and the due date. This ensures clarity and facilitates seamless identification and organization of your work.
• Reflecting a Professional Attitude: By dedicating time and effort to creating an impressive cover page, you exemplify a professional attitude towards your academic pursuits. This level of dedication and care leaves a lasting impression on your teacher or professor.

Download Free Cover Page Templates

#1 – best format.

#2 – Assignment Cover Page for Case Study

#3 – Best Design for Critical Review

#4 – For Any Kind of Educational Assignment

Video Tutorial

#5 – essay assignment.

#6 – Syllabus Assignment

#7 – Cover Page For University Assignments

#14 – Cover Page for Business Assignment

#16 – Academic

#17 – Generic Cover Page for any Assignment

#18 – Biology Assignment

#19 – For Chemistry Projects

#20 – Cover Page for Computer Projects

#21 – For Engineering-Related Assignments

#22 – For English Assignment

#23 – For Geography Projects

#24 – Mathematics

#25 – Physics

#26 – Cover Page for School Assignments

#27 – Best for Science Projects

#28 – For Social Study Assignment

Versatile Designs and Layouts for Every Purpose

• Assignment Types: Our templates are designed specifically for different types of assignments, such as case studies, critical reviews, essays, syllabi, and business projects. Each template is tailored to suit the requirements and objectives of its respective assignment type.
• Academic Disciplines: Our collection includes templates suitable for various academic disciplines like biology, chemistry, computer science, engineering, English, geography, mathematics, physics, and social studies. Each template aligns with the themes and aesthetics of its corresponding discipline.
• Purposes: Whether you are a student, educator, or professional, our templates serve multiple purposes. They can be used for university assignments, school projects, research papers, or any academic or professional endeavor that requires a polished cover page.
• Designs, Layouts, and Styles: Our templates offer a diverse range of designs, from minimalistic and clean to visually captivating and sophisticated. You can choose from different layouts that creatively arrange text, images, and graphics. Our templates cater to a variety of styles, ensuring there is something for everyone’s preferences.

User-Friendly Customization: Make It Your Own

• Easy Modifications: We believe in keeping things simple. With just a few clicks, you can effortlessly modify our templates to suit your specific requirements. Change colors, fonts, and layouts with ease, and watch your cover page transform before your eyes.
• Colors and Themes: Infuse it with the perfect color scheme and themes that truly represent your assignment. Our templates offer a wide range of options, so you can find the ideal palette and theme that resonate with your content.
• Font Selection: The right font can make all the difference. Choose from our diverse selection of fonts to enhance the visual appeal and readability. From elegant and professional to modern and bold, we have fonts to suit every style.
• Layout Flexibility: It should reflect your unique presentation style. With our templates, you have the freedom to experiment with different layouts, arranging titles, subtitles, images, and text blocks in a way that best suits your assignment.

Benefits of Using Professionally Designed Templates: Make an Impact with Ease

• Time and Effort Saving: Our professionally designed templates eliminate the need to start from scratch. With pre-designed layouts, styles, and graphics, you can save valuable time and effort in creating visually appealing front pages. Simply customize the template to suit your assignment’s requirements, and you’re ready to impress.
• Consistency and Professionalism: Using our templates ensures consistency in your assignment submissions. The standardized design elements and formatting guidelines help maintain a professional appearance throughout your work. Presenting your assignments with a polished title page enhances the overall quality and credibility of your content.
• Visual Appeal: A visually appealing title page grabs attention and sets the tone for your assignment. Our templates are thoughtfully crafted by design professionals, incorporating aesthetically pleasing elements, color schemes, and typography. By leveraging these designs, you can effortlessly create eye-catching cover pages that captivate your professors or readers.
• Positive Impression: First impressions matter, and a well-designed cover page leaves a positive impact on professors and readers alike. Showcasing your assignment in a professional and visually appealing manner demonstrates your dedication and attention to detail. It sets the stage for an engaging reading experience, encouraging your audience to delve deeper into your work.
• User-Friendly Customization: Our templates are designed to be easily customizable, allowing you to add your personal touch without technical expertise. You can modify text, colors, images, and other elements to align with your assignment’s theme and requirements. This flexibility ensures that your cover page reflects your unique style while maintaining a professional look.

Tips for Maximizing the Impact: Make Your Cover Page Stand Out

• Choose Colors Wisely: Select colors that complement your assignment’s theme and evoke the desired emotions. Vibrant colors can grab attention, while muted tones create a sense of elegance. Maintain consistency with your assignment’s overall design and avoid using too many colors that may distract from the main message.
• Opt for Legible Fonts: Use clear and readable fonts to enhance the accessibility and professionalism of your cover page. Avoid overly decorative or complex fonts that may hinder readability. Opt for fonts that align with your assignment’s tone and maintain consistency throughout the document.
• Incorporate Relevant Graphics: Graphics can enhance the visual appeal of your cover page and reinforce the assignment’s subject matter. Choose images or icons that are directly related to the topic or convey the assignment’s main concept. Ensure that the graphics are high-quality and appropriately sized to maintain clarity.
• Organize Information Effectively: Arrange the information in a logical and visually appealing manner. Use headings, subheadings, and bullet points to break down content and make it easier to read. Highlight key details such as the assignment title, your name, course information, and submission date.
• Maintain Simplicity: While it’s important to make it visually appealing, avoid cluttering it with excessive elements. Keep the design clean and uncluttered, allowing the key information to stand out. Remember, simplicity often has a greater impact than complexity.
• Preview and Proofread: Before finalizing, preview it to ensure that all elements are properly aligned and visually balanced. Proofread the content to eliminate any spelling or grammatical errors. A polished and error-free cover demonstrates your attention to detail and professionalism.

← Previous Article

Next Article →

You may also like

• Doctor Prescription Pad Formats
• Printable ID Cards
• Creative Resume Formats for Freshers
• Modern Resume Templates
• Best Cover Page Formats
• Printable Report Cards
• Business Proposal Templates
• 22 Raffle Ticket Templates
• Free Certificate Templates
• 5+ Free Food Diary Templates to Transform Your Eating Habits
• Make it Memorable: Free 4th of July Flyer Templates
• Say Goodbye with Style: Free Impactful Resignation Letter Templates
• Share Your Appreciation: Free Memorial Day Card Templates
• Crafted with Love: Free Mother’s Day Cards to Warm Mom’s Heart
• Stand Out from the Crowd: 14+ Free Fact Sheet Templates
• Make Your Mark: Free Printable Dog Name Tags for Every Tail-Wagger!
• 7+ Free Stunning Easter Templates for Joyful Celebrations
• 9+ Free Admit-One Ticket Templates: Flexible and Easy to Edit
• Get Cooking with Style: 8+ Free Customizable Recipe Card Templates
• 11+ Free Mortgage Flyer Templates to Elevate Your Marketing
• Enhance Your Events with 20+ Unique and Free Ticket Voucher Templates
• Certificates
• Cover Pages
• Educational
• Event Templates
• Invoices & Receipts
• Letterheads
• Office Related
• Personal Use
• 137+ Professional Reports – MS Word & Excel
• 70+ Printable & Editable ID Card Designs
• 95+ Proposal Formats
• 31+ Best Flyer Designs & Formats
• 100+ Cover Page Templates
• 22+ Free Letterhead Designs and Formats
• 24+ Free Resume Designs & for Freshers and Professionals
• 136+ Printable Certificate Templates
• 55+ Quotations & Invoices
• Create FREE PDF Calendar Online

• Columbia University in the City of New York
• Office of Teaching, Learning, and Innovation
• University Policies
• Columbia Online
• Academic Calendar
• Resources and Technology
• Instructional Technologies
• Teaching in All Modalities

Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

• Examples from the Columbia University Classroom
• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

This website uses cookies to identify users, improve the user experience and requires cookies to work. By continuing to use this website, you consent to Columbia University's use of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice .

• Product overview
• All features
• Latest feature release
• App integrations
• project icon Project management
• Project views
• Custom fields
• Status updates
• goal icon Goals and reporting
• Reporting dashboards
• asana-intelligence icon Asana AI
• workflow icon Workflows and automation
• portfolio icon Resource management
• Capacity planning
• Time tracking
• my-task icon Admin and security
• Admin console
• Permissions
• list icon Personal
• premium icon Starter
• briefcase icon Advanced
• Goal management
• Organizational planning
• Project intake
• Resource planning
• Product launches
• View all uses arrow-right icon

• Work management resources Discover best practices, watch webinars, get insights
• Customer stories See how the world's best organizations drive work innovation with Asana
• Help Center Get lots of tips, tricks, and advice to get the most from Asana
• Asana Academy Sign up for interactive courses and webinars to learn Asana
• Developers Learn more about building apps on the Asana platform
• Community programs Connect with and learn from Asana customers around the world
• Events Find out about upcoming events near you
• Partners Learn more about our partner programs
• Asana for nonprofits Get more information on our nonprofit discount program, and apply.
• Project plans
• Team goals & objectives
• Team continuity
• Meeting agenda
• View all templates arrow-right icon
• Project planning |
• What is project design? 7 steps with ex ...

What is project design? 7 steps with expert tips

Project design is an early phase of the project lifecycle where ideas, processes, resources, and deliverables are planned out in seven steps. With detailed resources and visual elements, find out how project design can streamline your team’s efficiency.

When it comes to managing projects, it can be hard to get everyone on the same page. With multiple moving parts, different deliverables, and cross-departmental collaboration, sometimes an initial project meeting just isn’t enough. 

We’ll go over the basics of project design, lay out the seven steps to create a project design, and provide expert tips to help you better understand the process. 

How project design works

Project design is an early phase of the project lifecycle where ideas, processes, resources, and deliverables are planned out. A project design comes before a project plan as it’s a broad overview whereas a project plan includes more detailed information. 

There are seven steps involved when creating a project design, including defining goals and using a visual aid to communicate objectives.

These visual elements include a variety of methods such as Gantt charts, Kanban boards, and flowcharts. Providing a visual representation of your project strategy can help create transparency between stakeholders and clarify different aspects of the project, including its overall feasibility. 

The 7 steps of project design

There are seven steps that make up a successful project design process. These include everything from defining goals and baseline objectives to strengthening your strategy to help you stay organized while managing a new project.

Let’s go over each of the steps needed to create a project design. 

Step 1. Define project goals

In the first step, define your project goals. To begin, lead an initial ideation meeting where you document the general project timeline and deliverables.

To start, consider the needs of the project and stakeholders. What is it you’re trying to solve? Begin writing a short description of the project and who is involved. 

Once you’ve outlined the basic goals of the project, determine the more concrete objectives in detail.

Pro tip: Use SMART goals when starting your project design to better visualize where you’re going. SMART is an acronym that stands for s pecific, m easurable, a chievable, r ealistic, and t ime-bound. 

 Step 2. Determine outcomes

Next, narrow down the outcomes of the project. These are usually more detailed than the initial goal planning phase and include the specific tasks you will complete during the project.

For example, imagine you’re working on a project to add a new landing page to your website. One of your outcomes may be to add an email signup form. 

Document the outcomes and major deliverables needed alongside the project goals to begin building a timeframe. It’s a good idea to reference popular project management methodologies to decide which one fits the needs of your project. 

Pro tip: For complex projects, use the Agile methodology with iterations to break large tasks into short sprints. For more traditional projects, use the waterfall method which provides a thorough step-by-step approach.

Step 3. Identify risks and constraints

Once you’ve identified the outcomes, consider your project risks and constraints. Evaluate the aspects of your project that could lead to risk in order to prevent wasted resources down the line. 

In order to identify risks and constraints, determine the resource management tools, funds, and timeframe needed. Work to resolve these constraints before the project begins by following up with relevant stakeholders and project teams. 

Pro tip: Use a risk register to analyze, document, and solve project risks that arise. 

Step 4. Refine your project strategy with a visual aid

A project strategy is a visual roadmap of your project . This helps communicate purpose to team members. Create your strategy by choosing a visual aid that you can share with stakeholders. 

There are many types of visual aids you can choose from, some of which include:

Flowchart: A flowchart is a visual representation of the steps and decisions needed to perform a process. Flowcharts are particularly helpful ways to visualize step-by-step approaches and effectively organize project deliverables. 

Gantt chart: A Gantt chart is a horizontal bar chart used to illustrate a timeline of a project. The bars in a Gantt chart represent the steps in the project and the length of the bars represent the amount of time they will take to be completed.

Work breakdown structure (WBS): A WBS is the breakdown of all tasks within a given project. Project managers use work breakdown structures to help teams visualize deliverables while keeping objectives top of mind. 

Mind map: A mind map is a hierarchy diagram used to visualize projects and tasks. It allows project managers to link deliverables around a central concept or idea such as a specific team goal. 

PERT chart: A PERT chart or diagram is a tool used to schedule, organize, and map out tasks. It can be helpful for complex projects and estimating the time needed to complete tasks.

Since each visual tool differs slightly, the aid you choose is up to your team preferences. While a work breakdown structure that details dependencies works well for large teams, a flowchart works well for smaller teams with less complex projects.

Pro tip: Examine the features of components of each of the visual aids before adding one to your project design. You can do this by reviewing each based on the amount of detail included, usability, and visual appearance. This way you can find the one that best fits your needs. 

Step 5. Estimate your budget

Next, estimate your project budget to begin resource allocation . Your budget will incorporate the project’s profitability, resources available, and outsourced work needed. It may also be a set number determined by leadership that you’ll need to work around when it comes to being able to execute each deliverable. 

Your budget may need to be approved or revised based on leadership signoff. Once finalized, you can begin assigning beneficiaries, design documents, and tasks for your project. 

Pro tip: When it comes to resource allocation, implementing automated processes with automation software can improve efficiency and reduce project errors. 

Step 6. Create a contingency plan

To begin assigning tasks, create a contingency plan. A contingency plan is a backup plan for the risks and constraints outlined earlier in the process. Having an organized plan when issues arise helps to resolve them in real time and streamline efficiency. 

To create one, organize your risks using a Gantt chart or timeline tool and determine a plan for each risk. For example, if one of your risks involves materials not arriving in time, your contingency plan may be to source materials from elsewhere or start on a different part of the project while waiting for materials. 

Once you’ve outlined a plan for each risk, you’re ready to begin executing your project. 

Pro tip: Use Asana to view lists, timelines, and Gantt charts to better visualize your project plan . 

Step 7. Document your milestones

For the final step, document your team’s milestones. This is done to ensure work is being completed on time and to easily identify inconsistencies as they arise. 

You can do this using project management software where stakeholders can access the information and progress. It’s a good idea to manage these milestones until the end of the project to ensure tasks are completed on time. 

Pro tip: Connect with project stakeholders frequently to keep track of task dependencies and ensure short term goals are met. 

3 expert tips to improve your project design

Building a project design that improves collaboration and empowers efficiency is no easy task. Along with the seven steps that make up the project design process, here are a few tips that can take your design one step further. 

Keep these three tips in mind when building a project design of your own:

Communicate with stakeholders early and often: Communication is key no matter the project you’re working on. Collaborating early on in the project can ensure all stakeholders are on the same page and understand the most important objectives. You can do this by leading meetings through the entirety of the project and using workflows to streamline teamwork.

Keep your goals top of mind: Connecting your goals to project deliverables can ensure objectives are being met every step of the way. You can do this with the help of timeline software where you can easily connect goals with the work needed to complete them. 

Use visual elements to track milestones: While a business case and daily to-dos are helpful, visual elements help stakeholders see the bigger picture. From Gantt charts to PERT charts, there are a number of ways to visualize your project work. 

Beyond these three tips, always keep your team’s best interests in mind. Providing the necessary information and scheduling work within reasonable deadlines will keep your team engaged and efficient. 

Use project design to tell a story

Project design is an important piece of executing a successful project. From gathering the necessary information and resources to coordinating with team members, your job is to bring the details to life. With the right project design, you and your team can tackle anything that comes your way. 

Take the art of project planning one step further with work management software. From streamlining work to improving visibility, Asana can help your team achieve more with clarity and confidence.

Related resources

How Asana drives impactful product launches in 3 steps

How to streamline compliance management software with Asana

New site openings: How to reduce costs and delays

Provider onboarding software: Simplify your hiring process

Transform teamwork with Confluence. See why Confluence is the content collaboration hub for all teams.  Get it free

• The Workstream
• Project management
• Project design

A Guide to Project Design in Project Management

Browse topics.

Project managers often face challenges when managing various project components and resources. However, a well-crafted project design can simplify project management and help teams collaborate. It lays the groundwork for your ideas, resources, and deliverables, setting a clear path before the project’s wheels are even in motion. An effective project design not only streamlines your preparatory work but also paves the way for more efficient project management. By establishing a coherent project design, teams can synchronize their understanding of the project’s vision, expected outcomes, and methodologies. This guide delves into the seven pivotal steps of project design, providing insights on crafting a design with precision using tools like Jira  and Confluence .

What is project design?

Project design is the process of planning a project’s objectives, structure, tasks, and deliverables and deciding on the definition of done . Project managers execute the design process before implementation to align teams on project objectives.  Developing alternative designs is helpful for stakeholders to decide on the best execution plan. A well-managed project design can ensure stakeholder buy-in. It’s important to get stakeholder buy-in sooner than later so you avoid getting their feedback late in the process, which can cause a roadblock.

How project design works

Project design happens early on in the five project management phases as a broad blueprint before any further detailed project planning. A project design uses Gantt charts and flowcharts to provide a project overview. It explains the project’s plan, timeline, and roadmap, establishing a baseline for the team and stakeholders. A project plan template outlines the project design.

Why is project design important?

Project design ensures the viability and success of a project and helps communicate project value to stakeholders. For example, you can demonstrate to stakeholders what your plans are and set expectations for the entire project.  Some other benefits of project design include: 

• Ensuring project success: Without taking stock of a project’s potential scope and resources beforehand, you’ll build a project plan in the dark. 
• Minimizing risks: A project design will take into account potential roadblocks. That way, you can figure out ways to circumvent them ahead of time. 
• Maximizing use of resources: With a project design in place, you’ll know what resources are available and how to utilize them better. 

The design phase of a project determines the resources required and ensures efficient resource utilization.

Steps in the project design process

The seven steps in the project design process are important for Agile teams to simplify the Agile project management process and plan how the project will unfold. For effective project design, teams must follow these seven steps:

Define goals

Project goals should be clear and achievable, never exceeding team members’ abilities.  Goals should align with the project purpose and business objectives. As a project manager, you should consider whether your project’s goals add value to your company’s products and customers. The SMART system —specific, measurable, achievable, relevant, and time-bound—is a proven method for establishing goals. You can use the template in Confluence to help you. Using the template will allow your team to set specific and measurable goals.

Establish outcomes

Outline the required project outcomes and align them with your project goals. Outcomes should resolve product problems for your users, such as functionality and usability. In short, they should further improve your product. For example, an outcome can be to improve the sales flow of the product.  It’s important to note that outcomes are not deliverables or work output. Instead, outcomes determine how customers will use deliverables and their value to customers and the company.  Outlining project outcomes provides a measure of success and a definition of done . From those outcomes, you can better assess their impact.

Identify risks

Risk management is essential to project design. Your job as a project manager is to anticipate problems. You’ll need to look for potential roadblocks, such as development’s current capacity, and determine its impact on the project. Risks include stretched resources, high costs, or scope creep. For example, once you have identified scope creep as a potential risk, you can mitigate this risk by creating clear project parameters and identifying and adhering to deliverables.

Create a project strategy

The strategy is the foundation of the project plan and ensures the team reaches its goals while adhering to project constraints. You should create the strategy at the same time as the project overview to ensure precision in your execution.  To create an excellent project strategy, study similar projects and learn from them. This can help unearth common pitfalls, allowing you to plan for them. Once you have identified several potential strategies, consider the pros and cons of each and apply your research to identify the best strategy. This process is part of continuous improvement .

Set a budget

The next step is to create a budget with the information gathered in the previous steps. The project budget will depend on the required project resources. The free budget template in Jira  is extremely useful for building a project budget.  Creating a budget helps to reduce the likelihood of cost increases and misallocated resources. Stakeholders appreciate project managers who stick to a budget.

Prepare a contingency plan

It’s important to create a contingency plan for all identified risks. For example, you may need to communicate a change to your customers, especially if the change fundamentally affects the product’s primary function. That kind of change could be a risk where you lose users if you don’t communicate the change to them properly. So, your contingency plan could include onboarding and customer success training, so you’re communicating any changes to customers.

Track deliverables

A well-rounded project design includes details on project deliverables. It’s important to monitor and track the progress of deliverables during the project to ensure the team stays on target, remains within budget, and meets deadlines.  Jira  helps project managers track deliverables using Gantt charts or Kanban boards to track project progress.

How to build the best project design

To build an effective product design for your business, there are a few important things to know, such as:

• Communicate effectively. Communication and transparency are critical to project success. Jira includes advanced roadmaps to facilitate communication. These enable teams to collaborate and visualize boards, projects, and filters for insight into project design. You can use Confluence to create the documentation for your project and organize the team. 
• Involve stakeholders. Getting stakeholder buy-in as soon as possible ensures a project will meet their expectations. 
• Adapt to change. Deal with changes promptly by reviewing the contingency plan and quickly resolving issues as they arise. Jira  allows you to execute your plan by highlighting any possible roadblocks ahead of time. Jira integrates with Confluence for a seamless project management experience.

Excel in project design with Jira

Now that you understand the concept behind project design, you can use the process for your next venture. Effective project design is the foundation of a successful project, ensuring projects are delivered on time and within budget. Jira helps you build an effective project design and assists your team with understanding and sharing project goals with other team members. Use Confluence and Jira to track your project and create your documentation.

Project design: Frequently asked questions

How do you define project scope.

The project scope lays out all aspects of a project, including deadlines and deliverables. It describes the project boundaries and helps communicate the exact nature of the project to key stakeholders. The project scope becomes a document that helps team members understand the project outcomes.

What is the difference between project scope and project objectives?

Project scope is the overall outcome of the project. For example, you’ll outline all the tasks and deliverables for this particular project. Project objectives define the project outputs and what the team wants to achieve. For example, an objective might be a deliverable that increases product performance.

How does project design contribute to overall project success?

A well-designed project plan enhances efficiency, minimizes risk, and guides the project toward success. Project design brings project details together for clarity, giving the team confidence to execute the project effectively.

Related resources

• Project Management Resources
• Project Planning Resources

You may also like

Project poster template.

A collaborative one-pager that keeps your project team and stakeholders aligned.

Project Plan Template

Define, scope, and plan milestones for your next project.

Enable faster content collaboration for every team with Confluence

Copyright © 2024 Atlassian

• Products expand_more
• Partner with us
• > How to Make your Assignment Design Look More Professional

How to Make your Assignment Design Look More Professional

Introduction

One of the most important aspects of an assignment, apart from the content of the assignment, is the aspect of assignment design. Assignment design is becoming more and more important as online school is becoming more dominant and the need for visually appealing digital assignments is increasing. Well-designed assignments can make sure that your work will leave a very good impression on your teachers, stands out from the rest of the class, and reflects how much work you and/or the group have invested in this project.

Good assignment design comes with a lot of benefits. It helps you display a clear-cut message in an interesting way, grab and retain the attention of the people who see that piece of work, and add a layer of detail and professionalism to the work.

Learning such design skills while still in school can be beneficial later on in life as well. In the working world, knowing how to identify professional designs that can have a deep impact on your audience and get a point across clearly can give a real advantage, especially when creating presentations and reports, and working with customers.

Tips to Make Your Designs Professional

Here are some ideas to help make your assignment design ideas pop and give them a  professional look.

Make Use of Design Elements

Design elements are shapes, lines, or any other pieces that help make something look appealing. These shapes can help accentuate certain elements of your design that can make them stand out. Design elements can also have a more profound function - guide the eyes of the viewer. Putting design elements in the right place can make the viewer look at what you are trying to show them. For example, it is psychological fact that the first place a person will look when looking at a design will be the top left portion because that is generally where people look automatically when reading. So, if you put some information there or if you add a design element like an arrow there towards something that you feel requires attention, like an important statistic, graph or image, you can effectively drive the attention of the viewer.

Use Elegant Fonts

Fonts are an integral part of assignment design when it is an online assignment. Using the right kind of font can leave the teacher with a good impression because not only will it make it look professional, it will also make it eligible and readable to the viewer, making it more attractive to the teacher evaluating it. The best fonts for this would be Times New Roman and Arial.

Do Not Overdecorate

A lot of students get into the habit of overdecorating their designs with too many design elements. Too much of anything is bad, and the last thing you want is for your assignment to look crowded. Crowded designs are not attractive at all, especially when it comes to a professional setting like an assignment. Make the design as minimalistic as possible so that the teacher can focus on the content and not on the loud design.

Use Bullet Points Wherever Possible

This is one of the most essential points to keep in mind in assignment design - use bullet points whenever you are trying to make a point. Bullet points are especially important in assignment design because it makes reading and interpreting the core content of the assignment that much easier. Bullet points also make the assignment look neater and more systematic because everything is so organized.

Font Colour and Size

This is something that is so overlooked and yet has such a deep impact on the viewer. Always use black text on an assignment. In fact, try to use as little colour as you possibly can because, in a professional setting, less is more. Use colour only when emphasizing something that is so important that you cannot help but point it out.

Another aspect of it is size. Size does matter in fonts and in design, especially in assignments. Preferably keep the headings H1 size, subheadings H2, and further subheadings under them at H3, H4, etc. This creates a visual hierarchy that makes it easier for the teacher to follow the assignment and grade it accordingly.

Pay Attention to Punctuation

Punctuation marks are typographical conventions that can greatly affect your assignment’s effectiveness. Make sure that the punctuations are right at all places and make sure to review once you are done because the proper use of punctuation marks can help the teacher understand the content better and make it easier for the teacher. The basic idea behind it is simple - if you make it easier for the teacher, it will reflect better on you.

These are simple yet effective ways to make your assignment look as professional as possible. The idea behind this is to make the design language simple and minimalistic while at the same time, aesthetically pleasing.

The online scenario is, however, changing rapidly. Creating and submitting assignments has never been easier. Teachmint makes creating homework and assignments easier with the Homework feature. It reduces a lot of stress on the part of the teacher and sets a proper deadline that the students can follow to complete it. The students also will be able to submit the assignment with the aesthetics and perfection they want. They also do not have to physically be present there to submit the assignment, they can simply submit it online.

Suggested Read - Importance of Project Work in School

Teachmint provides ed-infra to educational institutions. With our state-of-the-art lms portal , teachers can improve the teaching-learning experience. Our tools like institute erp help schools manage their everyday activities hassle-free.

MS Word Cover Page Templates

Download, personalize & print, project front page designs.

Posted By: admin 24/04/2019

A front page of any project is given special attention and is considered as one of the most important parts of the project. It is the first thing that anyone sees before checking the actual project. 

Many people understand the importance of the front page of the project and therefore, spend a lot of time on its designing. There are also many such people who are forced to do it because it is the requirement of the person who they need to hand in their project. 

What is a front page?

The front page of any project or assignment is the representative document that clearly reflects the content of the project inside. The front page of the project should be designed in a professional way. It generally includes all those details which a reader wants to see on the first page to get the necessary introduction about the project.

Tips to follow while making the front page of a project:

• Keep the design of this page decent and simple. Don’t make this page look so casual by adding unnecessary images and vibrant colors in order to enhance the beauty of the project. 
• Keep the details to be mentioned on this page completely relevant to what your project is about.
• Keep the details concise and to the point. 
• Make sure that you add the right details on the first page. In other words, the first page of the project should not be misleading because it could ruin your image.
• It should be ensured that there is no grammatical or spelling mistake on the first page. Also, make sure that the design of the project is congruent with the content added to the project.

Importance of project first-page design

We can see many people working on different projects. These projects are either assigned by an employer to his employee or by a teacher to a student. Working on a project is a work that requires a lot of hard work and efforts since there is a need to research and compile a lot of data from different sources.

While working on the project, people often forget about the other important details. The most overlooked part of the project is the first page. People often submit their project with the very unattractive or dull first page that ruins the complete impression of the project. For students, it is important to make an attractive first page as it helps them get more marks.

Project front page design template:

Those people who don’t want to work on the first page separately because they are running out of time or they are tired of making the project can use the readymade template. This template provides a pre-designed template created in MS Word. This template has a lot of useful features. The most prominent feature is the customization feature that allows the people to edit the template if they don’t find the one meeting their needs. They can bring changes to it according to what they want.

Be the first to comment on "Project Front Page Designs"

Leave a comment cancel reply.

Your email address will not be published.

Save my name, email, and website in this browser for the next time I comment.

Assignment Front Page Format, Design, and PDF File

Today we are sharing the assignment first page format for schools and college students. This format very useful for students for their assignment submission in school, college and university. You can also download this assignment front page design in word file format.

Note: There is a no specific and pre-defined format for assignment cover page. The front page of assignment define by school, college, university, etc. But there is general format for assignment submission which is use globally. You can change or modified this format according to you.

1. Assignment Front Page Format

2. Assignment Cover Page Design

3. Download Assignment Design PDF & Word File

Here you can download the assignment front page format in word download. You can easily download assignment design file and edit it as per your need. You can also find this files in your Microsoft Office. Choose you best assignment front page design and impress your teachers or professors.

Source File & Credit: Microsoft Office

Use Microsoft Word to edit this file. You can easily edit this file in Microsoft Office. Replace the file with your college name, logo, etc.

Assignment is a very crucial part in academic. Your project report front page or assignment first page design play an important role like first impression is last impression. If you impress your processor or teacher then you will score good mark.

See More: General Topics for Presentation

Eberly Center

Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

• Provided a written description of the assignment (in the syllabus or in a separate document)?
• Specified the purpose of the assignment?
• Indicated the intended audience?
• Articulated the instructions in precise and unambiguous language?
• Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?  
• Indicated special instructions, such as a particular citation style or headings?  
• Specified the due date and the consequences for missing it?
• Articulated performance criteria clearly?
• Indicated the assignment’s point value or percentage of the course grade?
• Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

CONTACT US to talk with an Eberly colleague in person!

• Faculty Support
• Graduate Student Support
• Canvas @ Carnegie Mellon
• Quick Links

• TILT Higher Ed Examples and Resources

The following resources from the Transparency in Learning and Teaching project (TILT Higher Ed) can help faculty, educational developers and administrators to apply the Transparency Framework (of purpose/task/criteria) in contexts including assignments, curricula, assessment and strategic initiatives, all toward the goal of enhancing student success equitably. If you have developed TILT-focused tools or publications you would like to share, please contact [email protected]

Introduction to Transparency in Learning and Teaching

• Transparency and Problem-centered Learning (7-minute overview)
• Transparent Instruction and Its Impact on Learning, University of Tokyo TV (45 minutes)
• Transparency Framework for academic work
• Unwritten Rules for College Success, 39 second video
• Transparency Framework 1) Purpose, 44 second video
• Transparency Framework 2) Task, 25 second video
• Transparency Framework 3) Criteria, 24 second video
• Nave, Lillian. " Transparent Design with Mary-Ann Winkelmes. " Think UDL, Episode 76, 9 December 2021
• Christopher, K. (2018). "What are we doing and why? Transparent assignment design benefits students and faculty alike." The Flourishing academic: A Blog for teacher-scholars. Duquesne University Center for Teaching Excellence, April 16, 2018.
• Willingham-McLain, L. (2017). Just a TAD: Transparent assignment design. The Flourishing academic: A Blog for teacher-scholars. Duquesne University Center for Teaching Excellence. December 8, 2017.
• Cepek, R. (2017). Parallelograms and poetry: Helping first generation students connect. The Flourishing academic: A Blog for teacher-scholars. Duquesne University Center for Teaching Excellence. October 5, 2017.
• Yong, Darryl. "How Transparency Improves Learning." Teaching Tidbits (Mathematical Association of America blog), October 24, 2017.
• Nichols, Karen. "Remember 'Transparency' in Your Instructional Continuity Preparations." >CAT FooD, August 18, 2017.
• Mulnix, Amy B. "The Power of Transparency in Your Teaching." Faculty Focus: Higher Ed Teaching Strategies, November 6, 2016.
• Gambill, Sandy. "Transparent Assignments." Inclusive Teaching, November 30, 2016.
• Volk, Steven. Revealing the Secret Handshakes: The Rules of Clear Assignment Design." Article of the Week: Teaching and Learning at Oberlin College, September 27, 2015.
• Mary-Ann Winkelmes: "Transparency in Teaching and Learning interview,Smart Talks", Project Information Literacy
• “Small Teaching Changes, Big Learning Benefits” video interview with Mary-Ann Winkelmes, ACUE Community ‘Q’ Blog, Expert Series, December 2016.
• Great Conversations: Mary-Ann Winkelmes video interview at Indiana University (6 min:47 sec - 10 min: 25 sec)
• Faculty at 7 institutions reflect on their use of transparent assignment design (as part of an AAC&U project funded by TG Philanthropy) in the "Transparency and Problem-Centered Learning" issue of Peer Review, (Winter/Spring 2016) vol.18, no. 1/2.
• Faculty at University of Nevada, Las Vegas reflect on their use of transparently designed assignments in “Benefits (some unexpected) of Transparently Designed Assignments.” National Teaching and Learning Forum 24, 4 (May 2015), pages 4-6.
• Faculty at Texas Tech University discuss the design process and impacts of transparent assignments in their courses: Transparent Assignment Design at Texas Tech: A Panel Discussion, 13 th Annual Advancing Teaching and Learning Conference, Texas Tech University, March 3, 2017.
• Fukuda, D. 2018. Promote active learning in group projects through the use of the transparent assignment framework. In Chen, B., deNoyelles, A., & Thompson, K. (Eds.), Teaching Online Pedagogical Repository . Orlando, FL: University of Central Florida Center for Distributed Learning. Retrieved March 4, 2020.
• Turlington, Anita; Shimkus, Jim. (2017). "TILTing the Writing Across the Curriculum Program at UNG."
• Ou, J. (2018, June), Board 75 : Work in Progress: A Study of Transparent Assignments and Their Impact on Students in an Introductory Circuit Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah.
• Kane, J. & Mushtare, R. (Hosts). (2023 May) , Transparency in Learning and Teaching (episode 290). [Audio podcast episode]. In Tea for Teaching. https://teaforteaching.com/290-transparency-in-learning-and-teaching/
• Bruff, D. (Host). (January 2023), Transparent Teaching with Mary-Ann Winkelmes (Episode 5). [Audio podcast episode]. In Intentional Teaching

Example A: Sociology

Example B: Science 101

Example C: Psychology

Example D: Communications

Authors of Examples A-D describe the outcomes of their assignment revisions

Example E: Biology

Discussion Questions (about Examples A-E)

Example F: Library research Assignment

Example G: Criminal Justice In-Class activity

Example H: Criminal Justice Assignment

Example I: Political Science Assignment

Example J: Criteria for Math Writing

Example K - Environmental History

Example L - Calculus

Example M - Algebra

Example N - Finance

• Transparent Assignment Template for instructors
• Checklist for Designing Transparent Assignments
• Measuring Transparency: A Learning-focused Assignment Rubric (Palmer, M., Gravett, E., LaFleur, J.)
• Assignment Cues to use when designing an assignment (adapted from Bloom’s Taxonomy) for faculty
• Transparent Equitable Learning Readiness Assessment for Teachers
• Transparent Assignment Template for students (to help students learn to parse assignments; also to frame a conversation to gather feedback from your students about how to make assignments’ more transparent and relevant for them)
• Transparent Assignment Template for students (to help students learn to parse assignments; also to frame a conversation to gather feedback from your students about how to make assignments more transparent and relevant for them)
• Transparent Equitable Learning Framework for Students (to frame a conversation with students about how to make the purposes, tasks and criteria for class activities transparent and relevant for them)
• TILT and Align Your Assessment
• TILT Strategic Planning Worksheet
• Transparent Equitable Collaboration Framework for Staff
• Unwritten Rules: Transparent Assignment Framework for Students
• Transparent Equitable Learning Framework for Students

Workshop Videos and Slides

For faculty.

• Transparent Assignments Promote Equitable Opportunities for Students’ Success videorecording (University of Nevada, Las Vegas, April 29, 2016).
• Transparent Assignment Design faculty workshop videorecording (“Using Transparent Assignments to Increase Students' Success,” Mary-Ann Winkelmes, keynote workshop, 13th Annual Advancing Teaching and Learning Conference, Texas Tech University, March 3, 2017).
• Part 1) Research findings
• Part 2) Example Assignments
• Part 3) Peer feedback on your own assignments

FOR FACULTY DEVELOPERS

• Faculty workshop slides, Indianapolis Assessment Conference
• TILT Workshop Slides and Notes for Facilitators
• Train the Trainers webinar recording
• NILOA Charrette and Feedback with TILT
• TILT Course Sequencing Worksheet

FOR INSTITUTIONAL LEADERS

• Transparency and Equity webinar recording (hosted by AAC&U, NILOA, TILT)

For institutions, results can include increased retention and completion rates. For participating instructors, individualized reports identify small teaching adjustments best suited to improving students’ learning for the specific population of students in their courses. Ongoing analysis explores teaching/learning adjustments that improve learning outcomes, specific to discipline, class size, level of expertise, and student demographics.

A national study by the Association of American Colleges and Universities, funded by TG Philanthropy, demonstrated that transparency around academic work enhances students’ success at statistically significant levels, with even greater benefits for historically underserved students (with a medium-to-large sized magnitude of effect) [Winkelmes et al., Peer Review 2016]. Students who receive transparent instruction about the purposes, tasks and criteria for their academic work report gains in three areas that are important predictors of students’ success:

• academic confidence,
• sense of belonging, and
• mastery of the skills that employers value most when hiring.

Important studies have already connected academic confidence and sense of belonging with students’ greater persistence and higher grades [Walton and Cohen, Science 2011; Aronson, Fried, Good, 2002, Brady, Cohen, et al., Science Advances 2020. ]

• To bring a Transparency Project workshop to your institution, please contact Mary-Ann Winkelmes at [email protected]
• Frequently asked questions
• Transparent Methods: Examples
• Winkelmes, M. (2023). Introduction to Transparency in Learning and Teaching. Perspectives In Learning, 20 (1). Retrieved from  https://csuepress.columbusstate.edu/pil/vol20/iss1/2
• Brown, J., et al. (2023). Perspectives in Learning: TILT Special Issue, 20 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol20/iss1/
• Winkelmes, M. (2022). “Assessment in Class Meetings: Transparency Reduces Systemic Inequities.” In Henning, G. W., Jankowski, N. A., Montenegro, E., Baker, G. R., & Lundquist, A. E. (Eds.). (2022). Reframing Assessment to Center Equity: Theories, Models, and Practices. Stylus Publishing, LLC.
• Howard, Tiffiany, Mary-Ann Winkelmes, and Marya Shegog. “ Transparency Teaching in the Virtual Classroom: Assessing the Opportunities and Challenges of Integrating Transparency Teaching Methods with Online Learning.” Journal of Political Science Education, June 2019.
• Palmer, M. S., Gravett, E. O., & LaFleur, J. (2018). Measuring transparency: A learning‐focused assignment rubric . To Improve the Academy, 37(2), 173-187. doi:10.1002/tia2.20083
• Winkelmes, M., Allison Boye and Suzanne Tapp, ed.s. (2019). Transparent Design in Higher Education Teaching and Leadership. Stylus Publishing.
• Humphreys, K., Winkelmes, M.A., Gianoutsos, D., Mendenhall, A., Fields, L.A., Farrar, E., Bowles-Terry, M., Juneau-Butler, G., Sully, G., Gittens, S. Cheek, D. (forthcoming 2018). Campus-wide Collaboration on Transparency in Faculty Development at a Minority-Serving Research University. In Winkelmes, Boye, Tapp, (Eds.), Transparent Design in Higher Education Teaching and Leadership.
• Copeland, D.E., Winkelmes, M., & Gunawan, K. (2018). Helping students by using transparent writing assignments. In T.L. Kuther (Ed.), Integrating Writing into the College Classroom: Strategies for Promoting Student Skills, 26-37. Retrieved from the Society for the Teaching of Psychology website.
• Winkelmes, Mary-Ann, Matthew Bernacki, Jeffrey Butler, Michelle Zochowski, Jennifer Golanics, and Kathryn Harriss Weavil. "A Teaching Intervention that Increases Underserved College Students’ Success."Peer Review (Winter/Spring 2016).
• Transparency and Problem-Centered Learning. (Winter/Spring 2016) Peer Review vol.18, no. 1/2.b
• Winkelmes, Mary-Ann. Small Teaching Changes, Big Learning Benefits.” ACUE Community ‘Q’ Blog, December, 2016.
• Winkelmes, Mary-Ann. “Helping Faculty Use Assessment Data to Provide More Equitable Learning Experiences.” NILOA Guest Viewpoints. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment, March 17, 2016.
• Gianoutsos, Daniel, and Mary-Ann Winkelmes.“Navigating with Transparency: Enhancing Underserved Student Success through Transparent Learning and Teaching in the Classroom and Beyond.” Proceedings of the Pennsylvania Association of Developmental Educators (Spring 2016).
• Sodoma, Brian.“The End of Busy Work.” UNLV Magazine 24,1 (Spring 2016): 16-19.
• Cook, Lisa and Daniel Fusch. One Easy Way Faculty Can Improve Student Success." Academic Impressions (March 10, 2016).
• Head, Alison and Kirsten Hosteller. "Mary-Ann Winkelmes: Transparency in Teaching and Learning," Project Information Literacy, Smart Talk Interview, no. 25. Creative Commons License 3.0 : 2 September 2015.
• Winkelmes, Mary-Ann, et al. David E. Copeland, Ed Jorgensen, Alison Sloat, Anna Smedley, Peter Pizor, Katharine Johnson, and Sharon Jalene. “Benefits (some unexpected) of Transparent Assignment Design.” National Teaching and Learning Forum, 24, 4 (May 2015), 4-6.
• Winkelmes, Mary-Ann. “Equity of Access and Equity of Experience in Higher Education.” National Teaching and Learning Forum, 24, 2 (February 2015), 1-4.
• Cohen, Dov, Emily Kim, Jacinth Tan, Mary-Ann Winkelmes, “A Note-Restructuring Intervention Increases Students’ Exam Scores.” College Teaching vol. 61, no. 3 (2013): 95-99.
• Winkelmes, Mary-Ann."Transparency in Teaching: Faculty Share Data and Improve Students' Learning.” Liberal Education Association of American Colleges and Universities (Spring 2013).
• Winkelmes, Mary-Ann. “Transparency in Learning and Teaching: Faculty and students benefit directly from a shared focus on learning and teaching processes.” NEA Higher Education Advocate (January 2013): 6 - 9.
• Bhavsar, Victoria Mundy. (2020). A Transparent Assignment to Encourage Reading for a Flipped Course, College Teaching, 68:1, 33-44, DOI: 10.1080/87567555.2019.1696740
• Bowles-Terry, Melissa, John C. Watts, Pat Hawthorne, and Patricia Iannuzzi. “ Collaborating with Teaching Faculty on Transparent Assignment Design .” In Creative Instructional Design: Practical Applications for Librarians, edited by Brandon K. West, Kimberly D. Hoffman, and Michelle Costello, 291–311. Atlanta: American Library Association, 2017.
• Leuzinger, Ryne and Grallo, Jacqui, “ Reaching First- Generation and Underrepresented Students through Transparent Assignment Design .” (2019). Library Faculty Publications and Presentations. 11. https://digitalcommons.csumb.edu/lib_fac/11
• Fuchs, Beth, “ Pointing a Telescope Toward the Night Sky: Transparency and Intentionality as Teaching Techniques ” (2018). Library Presentations. 188. https://uknowledge.uky.edu/libraries_present/188
• Ferarri, Franca; Salis, Andreas; Stroumbakis, Kostas; Traver, Amy; and Zhelecheva, Tanya, “ Transparent Problem-Based Learning Across the Disciplines in the Community College Context: Issues and Impacts ” (2015).NERA Conference Proceedings 2015. 9. https://opencommons.uconn.edu/nera-2015/9
• Milman, Natalie B. Tips for Success: The Online Instructor's (Short) Guide to Making Assignment Descriptions More Transparent . Distance Learning. Greenwich  Vol. 15, Iss. 4,  (2018): 65-67. 3

Offer research-based explanations about concepts or tasks that students often struggle to master in your discipline [See examples below including Bloom, Bransford, Gregorc, Light, Perry.]

• Ryjova, Yana. What is the Transparency in Learning and Teaching in Higher Education Project (TILT Higher Ed)? Interview with Dr. Mary-Ann Winkelmes." Hixson-Lied Success Scholar Newsletter. Las Vegas: University of Nevada, Las Vegas, Academic Success Center, March 2016.
• Sodoma, Brian. Forget the What: It's the How and Why That Matters." UNLV News Center, January 21, 2016.
• Summers, Keyonna. “Newsmakers 2015: People.” UNLV News Center, January 7, 2016.
• Berrett, Dan. “The Unwritten Rules of College.” Chronicle of Higher Education, September 21, 2015.
• Adolfo Guzman-Lopez, “Researchers say as college demographics change, so must teaching.” 89.3 KPCC Southern California Public Radio. March 13, 2015.
• “Transparency and Problem-Centered Learning.” Association of American Colleges and Universities website, retrieved November 5, 2014.
• “Mary-Ann Winkelmes and UNLV's Transparency in Teaching and Learning in Higher Education Project.” Accomplishments, UNLV News Center, September 2014.
• “New Project Will Engage Minority-Serving Institutions to Research Effect of Faculty Intentionality in Problem-Centered Educational Practices on the Success of Students Who Have Historically Been Underserved in Higher Education.” Association of American Colleges & Universities press release, August 4, 2014.
• “UNLV Partners with AAC&U to Lead National Project to Improve Under-Represented Students’ Success.” UNLV Research and Economic Development press release. August 7, 2014.
• Mellon grant in partnership with Berea College (2017-2021)
• Robert J. Menges Award for Outstanding Research in Educational Development, 2012, from Professional Organizational Development Network in Higher Education
• TG Philanthropy grant in partnership with Association of American Colleges and Universities(2014-2016)

University of Illinois

• Application to Institutional Review Board, University of Illinois at Urbana-Champaign
• Exempt Research Application
• University of Illinois Institutional Review Board Certification of principal investigator
• Collaborative Institutional Training Initiative (CITI) Certification of principal investigator
• Approvals from Institutional Review Board, University of Illinois at Urbana-Champaign:
• November 18, 2009
• May 5, 2010
• November 8, 2010
• December 9, 2011
• November 19, 2012
• February 12, 2013

University of Nevada, Las Vegas

• Approvals from Institutional Review Board, University of Nevada, Las Vegas:
• August 23, 2013 Application for Exempt Status and Approval
• November 2014 Modification request, Updated exempt application, Approval
• September 2015 Modification Request and October 13, 2015 Approval
• December 2015 Modification Request and Approval
• July 12 2016 Modification Request and Approval
• July 28, 2016 Modification Request and Approval
• July 28, 2016 Continuing Review Approval
• August 2016 Modification Request and September 1, 2016 Approval
• October 27, 2016 Modification Request and Approval
• March 20, 2017 Modification Request and Approval
• September 2017 Modification Request and Approval
• October 2017 Modification Request and Approval
• February 2018 Modification Request and Approval
• October 2018 Modification Request and Approval
• Principal Investigator's 2013-2018 Collaborative Institutional Training Initiative (CITI) Certification
• Principal Investigator's 2018-2023 Collaborative Institutional Training Initiative (CITI) Certification

Brandeis University

• March 28, 2019 Application for Exempt Status and Approval
• April 18, 2019 Modification Request and Approval
• May 6 2022 Mod and Approval
• Exempt determination through Jun 30 2030

Additional Materials to Support Assignment Design

Organizing Assignment-Design Work on Your Campus: A Tool Kit of Resources and Materials.

A Library of DQP Assignments: Building Capacity for a New Model of Assessment

AAC&U VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education)

Decoding Assignments

Please send to [email protected] any additional materials and resources that you develop and would like to share.

Mary-Ann Winkelmes, Ph.D.

Principal Investigator and Founder, TILT Higher Ed

Copyright © 2009-2023 M.A. Winkelmes. TILT Higher Ed © 2009-2023 by Mary-Ann Winkelmes and materials on this website are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) except where otherwise noted. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/

2009-2023 M.A. Winkelmes

TILT Higher Ed © 2009-2023 by Mary-Ann Winkelmes and materials on this website are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) except where otherwise noted. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/

Browse Course Material

Course info, instructors.

• Prof. Matthew Kressy
• Prof. Steven Eppinger
• Prof. Thomas Roemer
• Prof. Warren Seering

Departments

• Sloan School of Management
• Mechanical Engineering

As Taught In

• Operations Management
• Systems Design

Learning Resource Types

Product design and development, assignments.

This page contains both a set of sample assignments from the class as well as the assignment guidelines. These assignments culminate in a final project, examples of which can be seen in the projects section.

Sample Assignments

Sample assignments from previous semesters.

All sample assignments are courtesy of the students named and used with permission.

Sample Assignment 1 - Design Project Proposal I ( PDF )

Sample Assignment 1 - Design Project Proposal II ( PDF )

Sample Assignment 1 - Design Project Proposal III ( PDF )

Sample Assignment 1 - Design Project Proposal IV ( PDF )

Sample Assignment 2 - Lane Ballard, Tom Burns, John Celmins, Paul Glomski, Amber Mazooji, Minja Penttila, Chris Piscitelli, Tomer Posner ( PDF )

Sample Assignment 3 - Lane Ballard, Tom Burns, John Celmins, Paul Glomski, Amber Mazooji, Minja Penttila, Chris Piscitelli, Tomer Posner ( PDF - 1.2MB )

Sample Assignment 4 - Lane Ballard, Tom Burns, John Celmins, Paul Glomski, Amber Mazooji, Minja Penttila, Chris Piscitelli, Tomer Posner ( PDF )

Sample Assignment 5 - Lane Ballard, Tom Burns, John Celmins, Paul Glomski, Amber Mazooji, Minja Penttila, Chris Piscitelli, Tomer Posner ( PDF )

Sample Assignment 6 - Lane Ballard, Tom Burns, John Celmins, Paul Glomski, Amber Mazooji, Minja Penttila, Chris Piscitelli, Tomer Posner ( PDF - 3.3MB )

Sample Assignment 7 - Lane Ballard, Tom Burns, John Celmins, Paul Glomski, Amber Mazooji, Minja Penttila, Chris Piscitelli, Tomer Posner ( PDF )

Assignment Guidelines

Assignment 1: project proposal.

Assignment 1 is the only individual assignment for this class. Only students that complete this assignment will be allowed to stay enrolled in this class. Please refer also to the Guidelines for Projects in the projects section, to assist you with both, identifying appropriate project proposals and selecting among the proposed projects. Exercises 2 and 3 in chapter 4 of the textbook can also serve as a starting point for project proposals.

Assignment 1a: Proposal Handout

Prepare a project proposal in any format that fits on one 8.5x11 page (one side only). Sample proposals from previous classes are available above. We will photocopy the proposals and distribute them in Ses #3. Proposals should include:

• A brief, descriptive project title (2-4 words). This is critical!
• The 3 nearest competitors (existing solutions) and price.
• Your name, phone number, email, department/degree program, and year.
• A description of the product opportunity you have identified. Your description may include any of the following: Documentation of the market need, shortcomings of existing competitive products, and definition of the target market and its size.
• Please do not present any of your own product ideas or solutions at this point; our strict focus in this phase of the course is on the market opportunity and not on solution concepts.

Assignment 1b: Proposal Presentation

Prepare a 50-second presentation to be delivered in class. Your presentation should include:

• A verbal or visual demonstration of the product opportunity you have described in your proposal. Given that the audience will be able to read your proposal at their leisure, you might spend your time explaining the richness of the market opportunity and demonstrating the existing competitive products.
• Convincing arguments why your classmates should vote for your product proposal.
• Any special skills or assets you have (marketing expertise, access to a shop, materials, electronics wizardry, etc.)

Showing one or two overhead slides is recommended. You may also use video. However, note that the 50-second time constraint will be ruthlessly enforced. A low tech approach is therefore typically more efficient.

Assignment 1c: Project Preferences

Submit your project preferences on a project selection card. List the ten projects you would most like to work on, in order of preference. If you would like to work with a particular group of classmates (up to 4), you should all list the exact same project preferences and clip your cards together. We will assign the rest of the team. Team and project assignments will be sent by email to the class no later than the next week. You are not required to select your own project proposal. However, if your proposal is selected, you will only be assigned to it if you have listed it with a high enough preference.

Team Assignments

With the exception of Assignment 8, all team assignments must be handed in at the beginning of the class session in which they are due. Assignment 8 does not require the submission of any written material; instead the teams will show their α-prototype to their advisors. The assignments are intended to pace the development process for your product. Since there is virtually no slack in this schedule the assignments must be completed on or before the scheduled due date in order to maintain the project schedule. All, but the first assignment, are to be completed as a team.

Guidelines for Team Assignments

Please adhere to the following guidelines for your team assignments:

• Be concise. Most assignments can be completed in very few pages. One exception to this guideline is concept sketches, which should be formatted with one concept per page.
• Please provide a short (less than one page) description of the process your group adopted in completing the assignment. However, there is no need to repeat a summary of the textbook if you adopt the exact approach in the text. In particular, please comment on what worked well and what did not.
• Combine all your work in one Microsoft® PowerPoint® file. (Occasionally, we will ask teams to give ad hoc presentations of their homework to exhibit best practices and pitfalls).
• Hand in three copies for your team so that the course faculty can provide comments. Keep a copy for your records.

Assignment 2: Mission Statement and Customer Needs List

• Describe your team’s processes for getting organized and for identifying customer needs. Comment on this process and on your results.
• Write a mission statement for your project team as described in chapter 3. From now on, please include your mission statement on all remaining assignments . If you have decided to change your mission statement, please indicate so and explain your reasoning.
• Develop an organized list of customer needs for your product as described in chapter 4.
• Also hand in a copy of the original project proposal from Ses #3, even if you have already modified the description of this opportunity in your team’s mission.
• You do not need to have completed an importance survey by this time, although if you feel the need to further understand preferences and tradeoffs, you should do this soon and turn it in for review.

Assignment 3: Concept Sketches, Target Specifications and Patent Review

• Describe some of the steps of your concept generation and target specifications processes. Comment on the process and the results.
• Hand in sketches and bullet-point descriptions of 10 to 20 alternative concepts for your product. For each sketch, note which of the important customer needs it addresses and which it does not.
• Choose a few (perhaps 3 or 4) critical customer needs from your list. For these critical few, prepare a list of the target specifications and provide documentation to support these decisions.
• Perform a preliminary patent review searching on United States Patent and Trademark Office for any prior art and related ideas. Briefly describe the 3 closest matches and attach appropriate material from the Web site.

Assignment 4: Preliminary Concept Selection and Schedule

• Hand in sketches of the two or three concepts you believe are most promising.
• Show the concept selection matrix (screening or scoring) that you used to make these choices. Include a simple description or sketch of each of the concept alternatives considered.
• Prepare a list of the key uncertainties or questions you still need to address to determine the viability of your product. For each one, specify an associated plan of action (such as analysis, mock ups, interviews, experiments, etc.).
• Draft a schedule in Gantt-chart form (see p. 335 of the text) showing the plan of work to complete the project over the next two months. Include at least the following activities: detail design, materials and components selection, vendor selection, procurement of materials and components, testing, and completion of assignments.
• Describe your team’s process. Comment on the process and the results.

Assignment 5: Review: Final Concept and Model

• For the Faculty Project Consulting in Ses #13, bring in and discuss some form of proof of concept to demonstrate that you will be able to overcome your key challenges.
• Prepare a 15-minute presentation of your (single) selected product concept. The presentation should include a review of your mission statement, customer needs, selected concept, and your key target specifications.
• As part of your presentation, demonstrate some form of “proof-of-concept” prototype model.
• Hand in a one-page description and sketch of your selected concept.

Assignment 6: Drawings, Plans, and Revised Schedule

• Prepare an assembly drawing of the alpha prototype you intend to build. An assembly drawing shows all the parts in their assembled positions.
• Prepare dimensioned sketches of each piece part for your planned prototype. Include documentation showing how you arrived at critical dimensions (a stress calculation may be needed, for example).
• Include a bill of materials indicating whether the prototype parts will be purchased or fabricated, and a description of the assembly process. Indicate the material and fabrication process you have selected for each prototype part.
• Provide photocopies of the vendor specification sheets for the purchased materials and components. On catalog pages, identify which items you have selected for purchase.
• List the Web resources and vendors you have found to be helpful.
• Make a drawing or sketch of the production version of the product. Describe the differences between the prototype you will build and the production product. Briefly explain how the production product would be manufactured.
• Summarize the important decisions you have made since the previous assignment. Describe your prototyping plans. By this time, you should have price quotes and should be ready to place orders for any parts to be fabricated or purchased.
• Revise the schedule of your project work for the remaining weeks. Include your planned design work, vendor interactions, prototyping, testing, redesign, photography, and preparation of the presentation.

Assignment 7: Financial Model

• Prepare a financial model. Explain the scenario you are analyzing (startup activity, established manufacturer, etc.). Document the assumptions you have made in the analysis. Note that you will require estimates for the production tooling and variable costs.
• Perform a sensitivity analysis of the key financial uncertainties you face.
• Describe your team’s process, including a brief status report on your prototyping and testing progress.

Assignment 8: Alpha Prototype

• You should be testing your product prototype by this time. Show your prototype hardware to your team advisor and faculty during the Faculty Project Consulting. No report is to be turned in this week.

Assignment 9: Final Presentation and Demonstration

• Prepare a 20-minute presentation describing and demonstrating your product. Your presentation should concentrate on the product itself, although you may wish to emphasize any particularly impressive portions of your development process. An effective presentation includes color photographs or video presentation along with a live display of the hardware. This presentation should be of the quality you would make to convince a top management group to purchase the rights to your product or to fund its final development and launch. A panel of experts will observe your presentations and evaluate the products. Be prepared to answer questions about all aspects of your project.
• Create and demonstrate a Web page designed to promote your product (optional).
• Turn in a copy of the (slide) presentation (and files for the optional Web page).
• Turn in several high-quality digital photos of the prototype hardware. Be sure to include photos of the product in use.

Team Surveys

In the middle and at the end of the semester, each student must fill out a survey of his or her team and its members. The purpose of the evaluations is threefold. First, they help teams spot unbefitting team dynamics early on and take corresponding corrective action. Second, they present an opportunity to provide and receive individual feedback and determine personal strength and growth opportunities. Third, they are part of a long term study on the effectiveness on product development teams.

You are leaving MIT OpenCourseWare

50+ Design Thinking Project Ideas for Engineering Students

Engineering students often find themselves grappling with complex technical problems and equations. While these are fundamental to their education, they might miss out on a crucial aspect of innovation and problem-solving—design thinking. Design thinking is a human-centered approach to innovation that emphasizes empathy, creativity, and collaboration. It’s not just for designers; it’s a mindset that can benefit engineers and technologists too. In this blog post, we’ll explore the concept of design thinking project ideas for engineering students, its benefits, key principles, and some exciting project ideas to get you started.

The Benefits of Design Thinking Projects For Engineering Students

Table of Contents

Design thinking offers several advantages, and engineering students can leverage these benefits to enhance their skill set and improve their approach to problem-solving.

• Problem-Solving Skills: Design thinking projects help students tackle real-world problems. These experiences develop their problem-solving abilities, which are valuable in any engineering discipline.
• Creativity and Innovation: Design thinking fosters creativity and innovation by encouraging students to think outside the box. Engineering students often need to devise novel solutions to complex problems, and design thinking equips them with the tools to do just that.
• Collaboration and Teamwork: Many engineering projects are team-based, and design thinking promotes collaboration. Working with peers from different backgrounds can lead to diverse and innovative solutions.
• User-Centric Approach: Design thinking places the end user at the center of the design process. This ensures that the final product or solution meets the needs and expectations of the people it’s intended for, improving its chances of success.
• 17+  Unique Advantages Of Computer Network – Everyone Must Know
• Top 31 Laravel Project Ideas For Final Year [Updated]
• 65+ Python Project Ideas To Try This Year [2024]
• Top 50 HTML And CSS Project Ideas [Updated 2024]

Key Principles of Design Thinking

Design thinking consists of several key principles, which serve as a framework for problem-solving and innovation:

• Empathize: The first step involves understanding the needs and perspectives of the end-users. Students can conduct interviews, surveys, and observations to gain empathy for the people they are designing for.
• Define: In this phase, the problem is precisely defined. What is the issue that needs to be addressed? What are the project goals, and what are the constraints?
• Ideate: This stage is all about brainstorming and generating creative ideas. Encourage students to think freely and explore as many possibilities as they can.
• Prototype: Create a physical or digital representation of the idea. Prototypes allow students to test their concepts and identify strengths and weaknesses early in the design process.
• Test: The final phase involves obtaining feedback from users and stakeholders. Based on the feedback, iterate on the design and continue testing until the solution is refined and perfected.

50+ Design Thinking Project Ideas For Engineering Students

Now that you understand the principles of design thinking let’s explore some exciting project ideas for engineering students:

Mechanical Engineering

• Redesign a bicycle for better urban mobility.
• Create a sustainable packaging solution for consumer products.
• Develop a modular furniture system for small spaces.
• Design a more efficient water pump for rural areas.
• Improve safety features for motorcycle helmets.
• Create a new type of ergonomic office chair.

Electrical Engineering

• Design a smart home automation system.
• Develop a low-cost solar-powered phone charger.
• Create a wearable health monitoring device.
• Design an energy-efficient LED lighting system.
• Develop a smart grid system for efficient energy management.
• Design a home energy management app.

Civil Engineering

• Redesign a city park for better accessibility.
• Develop a sustainable urban drainage system.
• Create a disaster-resistant building design.
• Design a pedestrian-friendly street infrastructure.
• Improve public transportation for a specific city.
• Develop a low-cost housing solution for urban areas.

Computer Science & Software Engineering

• Create an app for reducing food waste.
• Develop a virtual reality-based education platform.
• Design a gamified fitness and health app.
• Create a traffic management system using AI.
• Develop a social networking platform for a specific niche.
• Design a cybersecurity tool to protect against online threats.

Biomedical Engineering

• Develop a low-cost prosthetic limb.
• Design a portable diagnostic medical device.
• Create a medical app for remote patient monitoring.
• Improve the design of assistive devices for the disabled.
• Develop a smart wearable for early disease detection.
• Design a medication adherence tracking system.

Environmental Engineering

• Create a sustainable water purification system.
• Design a waste-to-energy conversion facility.
• Develop a water-saving irrigation system for agriculture.
• Design an eco-friendly transportation network.
• Improve recycling and waste management in a specific city.
• Develop a plastic waste reduction solution.

Aerospace Engineering

• Redesign aircraft interiors for comfort and space efficiency.
• Create a drone for environmental monitoring.
• Design a lightweight, high-speed train system.
• Develop a reusable rocket for space exploration.
• Design a supersonic passenger aircraft.
• Create an innovative spacecraft propulsion system.

Industrial Engineering

• Optimize a manufacturing process for energy efficiency.
• Design a lean and efficient warehouse layout.
• Develop a supply chain optimization tool.
• Create an autonomous robotic assembly line.
• Improve the ergonomics of a specific factory.
• Design a sustainable packaging line for a company.

Materials Science and Engineering

• Develop a new, sustainable material for construction.
• Create a biodegradable alternative to plastic.
• Design a heat-resistant material for high-temperature applications.
• Improve the durability of road pavements.
• Develop a novel material for clean energy storage.
• Design a lightweight material for aerospace applications.

Renewable Energy Engineering

• Create a portable solar power generator.
• Design an efficient wind turbine for urban areas.
• Develop a wave energy harvesting system.
• Design a biomass energy conversion process.
• Improve the energy efficiency of existing buildings.
• Create a solar-powered water desalination system.

These design thinking project ideas cover a wide range of engineering disciplines, providing opportunities for students to tackle real-world challenges and develop innovative solutions. 

Students can choose projects based on their interests and expertise, fostering creativity and problem-solving skills.

Successful Case Studies

To inspire students and provide real-world examples of how design thinking can make an impact, you can share case studies of successful design thinking projects in the engineering world. For instance:

• Design Thinking in Product Design: Discuss how companies like Apple, Tesla, or Dyson have integrated design thinking into their product development processes, leading to iconic and innovative products.
• Engineering for Social Impact: Highlight projects where engineers have used design thinking to address social and environmental challenges, such as providing clean drinking water in remote areas or designing low-cost prosthetic limbs for amputees in developing countries.

Tips for Implementing Design Thinking Projects

When implementing design thinking project ideas for engineering students, consider the following tips:

• Form Multidisciplinary Teams: Encourage students to work in multidisciplinary teams to bring diverse perspectives and skills to the project.
• Set Clear Goals: Define the project’s objectives, scope, and desired outcomes from the beginning to provide students with a clear sense of direction.
• Encourage Experimentation: Emphasize the importance of experimentation and risk-taking. Failure can lead to valuable insights and breakthroughs.
• Seek Mentorship: Provide students with access to mentors or advisors who can guide them through the design thinking process and offer expertise in specific technical areas.

Design thinking is not just a concept for designers; it’s a valuable approach for engineering students to tackle complex problems, foster innovation, and create solutions that meet real-world needs. By integrating design thinking principles into their projects, engineering students can become more well-rounded and effective problem-solvers. These design-thinking project ideas for engineering students not only enhance their technical skills but also empower them to make a meaningful impact on the world.

So, as an engineering student, don’t hesitate to embrace design thinking. It’s a powerful tool that can transform your approach to problem-solving and pave the way for a successful and fulfilling engineering career.

Related Posts

Step by Step Guide on The Best Way to Finance Car

The Best Way on How to Get Fund For Business to Grow it Efficiently

Design leaders teach with Sharpen

Sharpen generates open-ended project prompts that reinforce critical problem solving, curiosity, and creativity across 21 different categories and 2 unique generators.

Sharpen is trusted by teams and designers worldwide:

Design challenge exercises are among the most informative data points when assessing someone’s individual design capabilities as part of the hiring evaluation process. Sharpen is a simple, elegant way to create these types of design challenges that are fairly considered for the candidate.

Mike Buzzard — Design Manager III, UX Community & Culture @ Google

Custom generators for hiring & more

Use a custom Sharpen design prompt generator in your hiring process, and make hiring designers easier, more ethical, and more efficient.

Get custom branding, specific prompt types, and more!

Refining your craft isn’t about reading more articles — it’s about getting more reps in. When designers ask me how to practice outside of work, Sharpen.design is the first place I send them.

Ben Huggins — Head of Design @ Humu

Quality resources for educators

Inspire your students with challenging NGSS-aligned packs of lessons and projects from Sharpen. Get instructor and student guides, plus flexible assets to easily integrate into your classroom.

Trusted by STEM educators and top companies around the world.

Keep your skills sharp

Our spam-free newsletter is just what the design director ordered.

University Library

• University Library Home
• Washington and Lee University Research Guides

Information Literacy Teaching Toolkit

• Research Assignment Design
• Information Literacy Toolkit
• Information Literacy
• Videos & Tutorials

Designing Effective Research Assignments

• Designing a Research Assignment
• Designing an Information Literacy Curriculum

Below are questions to ask yourself when designing an assignment that promotes information literacy and critical thinking skills.

• What will students learn as a result of completing this assignment?
• What are the information literacy student learning outcomes?
• What are the writing or presentation outcomes?
• What are the discipline-specific outcomes?
• Are these goals clear to students?
• Does our library have these resources? Are they freely and easily available elsewhere?
• Is there a link to the library (or other needed resources) in the assignment and/or syllabus?
• Is there a link to any related student services (peer tutoring, technology help desk, etc.) in the assignment and/or syllabus?
• Does this model a process students can repeat in the future? Is that clear to students?
• Is there space for students to reflect on what they are doing, which strategies are working and which aren’t?
• Does this provide enough time for students to be successful?
• Does it provide time for you to give feedback to students, and for students to revise and/or integrate that feedback into their next piece of work?
• Do you have grading criteria or a rubric to help you score student work? Is this available to students?
• Might you ask past students if you can use their work as a sample, or can you create your own?
• How will students access the sample(s)? Hand out in class, provide in Moodle, etc.?

Source: Greenfield Community College Library.  “Information Literacy Toolkit for Faculty.”  gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.

Scaffolding and reinforcing information literacy skills and concepts throughout your courses and program, will allow students to develop and master their skill set. Below are a number of questions to think about while creating course and program materials. 

• Is it clear to students how these skills connect to continued study and/or real life?
• What do they already know? Can you assume, or do you need to find out?
• Which information literacy skills do you need to teach, in addition to your course content?
• What can a librarian help teach?
• What needs to be done during class time (for face-to-face classes)?
• What can be done outside of class, as homework?
• What supports does the library already have available (i.e. Moodle plug-ins, videos, handouts, etc.)?
• If you want a librarian to teach, where does that fit in the course schedule?
• If not, what needs to change? Course content, the research assignment, or both?

Greenfield Community College Library.  “Information Literacy Toolkit for Faculty.”  gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.

Ideas and Examples

• Classic Examples of Research Assignments
• Ideas for Research-related Assignments

Assignments below are linked to documents. Please feel to download and edit for your classroom or context and to remix assignments. A librarian would be happy to tailor a version of an assignment or scaffold research skills into your class.

Example of a short assignment that asks students to think critically about two news sources.

Example of an annotated bibliography assignment that asks students to think critically about their sources.

Example of a research paper abstract assignment that asks students to closely evaluate their topics and sources needed.

Example of an assignment that asks students to brainstorm and evaluate research questions.

Example of an assignment that asks to compare and evaluate various sources.

Example of an assignment that asks students to critically approach source use and paraphrasing.

Example of an assignment that asks students to detail the research process by recording search strategies and resources located.

Example of an assignment that asks students to choose and refine a research topic.

Example of an assignment that asks students to think critically about sources.

Example of an assignment that asks students to crucially evaluate their research topic by evalauting sources.

There are any number of library-related assignments that can be incorporated into a course. Here are a few examples that can be adapted to most subjects (assignments may be repeated across categories).

Critical Evaluations & Comparisons

• Locate a popular magazine article, then find a scholarly article on the same subject. Compare the two articles for content, style, bias, audience, etc.
• Analyze the content, style, and audience of three journals in a given discipline.
• Choose an autobiography of someone related to the course content. Find secondary sources which deal with an idea or event described in the autobiography. Compare and contrast the sources.
• Evaluate a website based on specific criteria.
• Determine the adequacy of a psychological test based on the literature about the test. Then develop a test battery designed for a particular clinical (or other) situation, by using published tests and the literature about them.
• To develop the ability to evaluate sources, students prepare a written criticism of the literature on a particular issue by finding book reviews, by searching citation indexes to see who is quoting the context of the scholarship in a particular field.
• Students use bibliographies, guides to the literature and the Internet to find primary sources on an issue or historical period. They can contrast the treatment in the primary sources with the treatment in secondary sources including their textbook.
• Write a newspaper story describing an event--political, social, cultural, whatever suits the objectives-based on their research. The assignment can be limited to one or two articles, or it can be more extensive. This is a good exercise in critical reading and in summarizing. The assignment gains interest if several people research the same event in different sources and compare the newspaper stories that result.
• Contrast journal articles or editorials from recent publications reflecting conservative and liberal tendencies.
• Write a review of a musical performance. Include reference not only to the performance attended, but to reviews of the composition's premiere, if possible. Place the composition in a historical context using timetables, general histories and memoirs when available, using this information to gain insight into its current presentation.

Fact-Finding Research

• Read an editorial and find facts to support it.
• In biology or health classes, assign each student a 'diagnosis' (can range from jock itch to Parkinson's Disease). Have them act as responsible patients by investigating both the diagnosis and the prescribed treatment. Results presented in a two-page paper should cover: a description of the condition and its symptoms; its etiology; its prognosis; the effectiveness of the prescribed treatment, its side effects and contradictions, along with the evidence; and, finally, a comparison of the relative effectiveness of alternate treatments. This can also be accompanied by oral or visual presentations, slideshow, poster session, etc.
• Students follow a piece of legislation through Congress. This exercise is designed primarily to help them understand the process of government. However it could also be used in something like a 'critical issues' course to follow the politics of a particular issue. (What groups are lobbying for or against a piece of legislation? How does campaign financing affect the final decision? etc.).
• Similar to the above, have students follow a particular foreign policy situation as it develops. Who are the organizations involved? What is the history of the issue? What are the ideological conflicts?
• Nominate someone or a group for the Nobel Peace Prize. Learn about the prize, the jury, etc. Justify the nominations.
• Write an exam on one area; answer some or all of the questions (depending on professor's preference). Turn in an annotated bibliography of source material, and rationale for questions.

Career-Based Research

• Assemble background information on a company or organization in preparation for a hypothetical interview. For those continuing in academia, research prospective colleagues' and professors' backgrounds, publications, current research, etc.
• Ask each student to describe a career they envision themselves in and then research the career choice. What are the leading companies in that area? Why? (If they choose something generic like secretarial or sales, what is the best company in their county of residence to work for? Why?) Choose a company and find out what its employment policies are-flex time, family leave, stock options. If the company is traded publicly, what is its net worth? What is the outlook for this occupation? Expected starting salary? How do the outlook and salaries vary by geography?

Personal Research

• Locate primary sources from the date of your birth. You may use one type type of material only once, i.e., one newspaper headline of a major event, one quotation, one biography, one census figure, one top musical number, one campus event, etc. Use a minimum of six different sources. Write a short annotation of each source and include the complete bibliographic citation.

Historical Research (for any subject)

• Select a scholar/researcher in a field of study and explore that person's career and ideas. Besides locating biographical information, students prepare a bibliography of writings and analyze the reaction of the scholarly community to the researcher's work.
• Pick a topic and research it in literature from the 60s and 70s. Then research the same topic in the literature of the 80s and 90s. Compare and contrast the topic in a bibliographic essay.
• Write a biographical sketch of a famous person. Use biographical dictionaries, popular press and scholarly sources, and books to find information about the person.
• Everyone becomes an historical figure for a day. Students research the person, time-period, culture, etc. They give an oral presentation in class and answer questions.
• Similar to the above, students adopt a persona and write letters or journal entries that person might have written. The level of research required to complete the assignment can range from minimal to a depth appropriate for advanced classes.
• News conferences offer good opportunities to add depth to research and thus might work particularly well with advanced students. A verbatim transcript of an analytical description of a news conference can serve as a format for simulated interviews with well known people of any period. What questions would contemporaries have asked? What questions would we now, with hindsight, want to ask? How would contemporary answers have differed from those that might be given today? Here students have an opportunity to take a rigorous, analytical approach, both in terms of the questions to be asked and the information contained in the answers.

Biographical Research

(annotated) bibliography variations.

• Prepare an annotated bibliography of books, journal articles, and other sources on a topic. Include evaluative annotations.
• Create a Web page on a narrow topic relevant to the course. Include meta sites, e-journals, discussion lists, and organizations.
• Update an existing bibliography or review of the literature.
• Compile an anthology of readings by one person or on one topic. Include an introduction with biographical information about the authors, and the rationale for including the works [justify with reviews or critical materials].
• Choose a topic of interest and search it on the Internet. Cross reference all search engines and find all websites which discuss the topic. Like a research paper, students will have to narrow and broaden accordingly. The student will then produce an annotated bibliography on the topic, based solely on internet references.
• Create an anthology. The model for this format is the annotated book of readings with which most students are familiar. In this case, however, rather than being given the anthology, they are asked to compile it themselves. The assignment can limit the acceptable content to scholarly articles written within the last ten years, or it can be broadened to include chapters or excerpts from monographs and significant older materials. Students should be asked to write an introduction to the anthology that would display an overall understanding of the subject. In addition, each item should be described, and an explanation given as to why it is included. The assignment could also require a bibliography of items considered for inclusion as well as copies of the items selected. In any subject course in which students would benefit from finding and reading a variety of scholarly, such an assignment would guarantee that they use their library skills to locate the articles, their critical reading skills to make the selections, and a variety of writing skills to produce the introduction, the summaries, and the explanations.

Literature Review Variations

• Each student in the class is given responsibility for dealing with a part of the subject of the course. He or she is then asked to 1) find out what the major reference sources on the subject are; 2) find out "who's doing what where" in the field; 3) list three major unresolved questions about the subject; 4) prepare a 15 minute oral presentation to introduce this aspect of the subject to the class.
• Conduct the research for a paper except for writing the final draft. At various times students are required to turn in 1) their choice of topic; 2) an annotated bibliography; 3) an outline; 4) a thesis statement; 5) an introduction and a conclusion.
• Write a grant proposal addressed to a specific funding agency; include supporting literature review, budget, etc. Have class peer groups review. (Best proposal could be submitted for funding of summer research).

Collins Memorial Library.  “Ideas for Library-Related Assignments.”  Pugetsound.edu, University of Puget Sound. Accessed 1 Jan. 2021.

• << Previous: Teaching Resources
• Next: Videos & Tutorials >>
• Last Updated: Sep 11, 2024 10:20 AM
• URL: https://libguides.wlu.edu/infolit

• Perm Krai Tourism
• Perm Krai Hotels
• Perm Krai Bed and Breakfast
• Flights to Perm Krai
• Perm Krai Restaurants
• Things to Do in Perm Krai
• Perm Krai Travel Forum
• Perm Krai Photos
• Perm Krai Map
• All Perm Krai Hotels
• Perm Krai Hotel Deals

Trains bypassing Perm-2 - Perm Krai Forum

• Europe    
• Russia    
• Volga District    
• Perm Krai    

Perm Krai Hotels and Places to Stay

• GreenLeaders

Perm Krai Capital of Culture

• Support of regional and other partners
• Working groups
• Policy papers
• Newsletters
• Main themes
• Social and cultural integration
• Citizenship and civil society
• Historical heritage
• Music and cinema

Youth policy

• External Cooperation
• Testimonials

Project initators: 

“ Cultural Planning will help to ensure the Perm region will remain distinctive and unique” , Mr. Protasevich said. “It will mean planning ways to support and preserve our heritage, developing appealing opportunities for artists and musicians regardless of age, and generating education and employment. It will mean building a creative community with a buzz.”

“Some of the identified objectives of “Perm krai international:young journalists@school” project include facilitating greater communication and cooperation among young community and official organizations in Perm krai”, said the Vice-Minister of Perm krai.

“Perm Krai International: young journalistes@school”

…………………………………………………………………………………………………..

The international children festival of theatre arts “Long Break”

What is the international child festival of theatre arts “Long Break”? It is a real holiday for young spectators and their parents. The international child festival of theatre arts “Long Break” will be hold from the 30th of April to the 5th of May. It will be in Perm and Lysva. It will be hold under the aegis of the Ministry of Culture of the Russian Federation and the Ministry of Culture, Youth Politics and Mass Communications of Perm Krai. The program of the festival is prepared by Russian and foreign experts of child theatre. There are the most interesting for children events of the world arts. The “Long Break” familiarizes children with actual artists. It is the platform where people communicate with people using the language of modern arts which is understandable for a new generation.

The festival “The White Nights in Perm”

• The participants of the festival of land art “Ural Myths” will create art objects using natural materials. The objects will have the same mythological idea.
• During the festival of bears “MedveDay” the masters Teddy-makers will tell gripping stories about a symbol of the city. They will organize some exhibitions of teddy bears and they will give master classes.

• The exhibition “Mammoth’s track” will gather mammoths from different corners of Russia on Perm’s territory. There will be even a famous mammoth Dima.
• And at last the international festival of street arts «Open sky» will represent the various program: carnival processions, a 5-day master class «Mask Art», street shows and performances, performances of Russian and foreign street theatres.

The IX International festival “Heavenly Fair of Ural”

From the 26th to the 3rd of July the IX International festival “Heavenly Fair of Ural” takes place in Kungur. There will be a fight for the I Privolzhski Federal Disctrict Cup for aerostatics and the VII Perm Krai Open Cup for aerostatics.This year Kungur won’t hold rating competitions which results are taking into general account of the pilots. They counted on creating entertainment activities “Air battles over Kungur”. There will be the representatives of sub-units of ultralight aviation, detachment of parachute troops and water means. All the battles will take place straight over the city. And natives will take part in the festival too.According to initial data 15 aeronauts and about 50 ultralight aviation pilots expressed willingness to take part at the festival. And a dirigible pilot confirmed his participation.Ultralight aviation pilots will take part in the “Air games” within the festival. As last year a campsite of ultralight aviation will base in an area near a village Milniki.

Share this:

Our Facebook Page

Our Twitter

Blog at WordPress.com.

• Already have a WordPress.com account? Log in now.
• Subscribe Subscribed
• Copy shortlink
• Report this content
• View post in Reader
• Manage subscriptions
• Collapse this bar

• Visit Our Blog about Russia to know more about Russian sights, history
• Check out our Russian cities and regions guides
• Follow us on Twitter and Facebook to better understand Russia
• Info about getting Russian visa , the main airports , how to rent an apartment
• Our Expert answers your questions about Russia, some tips about sending flowers

Russian regions

• Bashkortostan republic
• Chuvashia republic
• Kirov oblast
• Mari El republic
• Mordovia republic
• Nizhegorodskaya oblast
• Orenburg oblast
• Penza oblast
• Samara oblast
• Saratov oblast
• Tatarstan republic
• Udmurt republic
• Ulyanovsk oblast
• Map of Russia
• All cities and regions
• Blog about Russia
• News from Russia
• How to get a visa
• Flights to Russia
• Russian hotels
• Renting apartments
• Russian currency
• FIFA World Cup 2018
• Submit an article
• Flowers to Russia
• Ask our Expert

Perm Krai, Russia

The capital city of Perm krai: Perm .

Perm Krai - Overview

Perm Krai is a federal subject of Russia located in the east of the European part of the country, in the Volga Federal District. Perm is the capital city of the region.

The population of Perm Krai is about 2,557,000 (2022), the area - 160,236 sq. km.

Perm krai flag

Perm krai coat of arms.

Perm krai map, Russia

Perm krai latest news and posts from our blog:.

1 August, 2018 / Berezniki - the City of Sinkholes .

12 October, 2017 / Northern Urals: Manpupuner Plateau and Dyatlov Pass .

3 March, 2016 / Winter in Perm city - the view from above .

18 January, 2016 / Holy Cross Cathedral on the White Mountain in the Perm region .

3 September, 2015 / The giant sinkhole near Solikamsk tripled .

More posts..

History of Perm Krai

For the first time the word “perm” was mentioned in “The Tale of Past Years”, a fundamental source in the interpretation of the history of the Eastern Slavs created in the early 12th century. Perm were one of the peoples who paid tribute to the Kievan Rus. They were found by the first Russian expeditions to the Urals, to the north of the Kama River basin. Later, in Russian chronicles, this territory was called Old Perm or Perm Vychegodskaya.

Unlike Perm Vychegodskaya, the land along the upper reaches of the Kama River became known as the Great Perm. This name is often found in the written monuments of the 14th century. In the 14th - 17th centuries, the Great Perm included extensive lands along the Kama from its origins in the west to the Ural mountain range in the east, and from the upper reaches of the Pechora River in the north to the Chusovaya River in the south.

Novgorod merchants were the first ones who got interested in the Great Perm (furs and tributes). In the 14th - the first half of the 15th centuries, the Grand Duchy of Moscow began to encroach on the lands in the upper Kama. In the early 15th century, the first Russian settlements were founded in the Great Perm.

More Historical Facts…

In the second half of the 15th century, after the Novgorod Republic ceased to exist, the area became part of the united Russian state. Russia significantly expanded its borders to the east and gained access to new natural resources.

In the 17th century, the town of Sol Kamskaya (Solikamsk) became an important center of military, economic and cultural assimilation of the Middle Urals in the north. In the south-east, the newly constructed town of Kungur played the same role. In the first quarter of the 18th century, about 46,000 people lived on the territory of Great Perm, about 65% of them were Russians.

Until 1727, the Middle Urals was part of Siberian gubernia with the center in Tobolsk, then Perm was part of Kazan gubernia, and, from 1781, by order of Catherine II, the Perm region ruled by a governor-general was formed.

It remained the main mining area of the Russian Empire until the end of the 19th century. There were more than 110 mining plants producing cast iron, iron, steel. For a long time, it was the main provider of copper. Salt production was also developed. In the east of the Urals large deposits of platinum were discovered. By the end of the 19th century, gold mining grew twice.

The 20th century was marked by intense growth of the local industry: engineering structure became more complex and rich. During the Second World War, more than 120 plants were evacuated in the Western Urals. Such branches of industry as chemical, non-ferrous metallurgy, oil-processing developed intensely; oil deposits prospecting began; a number of pulp and paper mills was concentrated in the region; new towns grew on the basis of new industries.

In 1938, Perm Oblast was formed. In 1940-1957, it was called Molotov Oblast. In Soviet times, the Komi-Perm Autonomous District was part of Perm oblast. In 1993, with the adoption of the Constitution of Russia, it became an independent subject of the Russian Federation.

In 2003, a referendum was held in which the residents of Perm Oblast and the Komi-Perm Autonomous District supported the unification of the two regions into one. In 2005, these two administrative regions ceased to exist and the united Perm Krai was formed.

Beautiful nature of Perm Krai

Chamomile field in Perm Krai

Author: Igor V. Kuznetsov

Perm Krai nature

Author: Vasiliy Mitryushin

Perm Krai scenery

Author: Sergey Timofeev

Perm Krai - Features

The territory of Perm Krai is located in the basin of the Kama River, which provides access to 5 seas (the Caspian, Azov, Black, Baltic, and White). The length of Perm krai from north to south is 645 km, form west to east - 417.5 km.

The climate is temperate continental. Winters are long and snowy. The average temperature in January is minus 18.5 degrees Celsius in the north-east and minus 15 degrees Celsius in the south-west, in July - plus 18.6 degrees Celsius.

The largest cities and towns are Perm (1,043,000), Berezniky (134,700), Solikamsk (91,000), Chaikovsky (81,300), Kungur (63,600), Lys’va (58,800), Krasnokamsk (51,000), Chusovoy (42,700). The national composition according to the 2010 Census: Russians (87.1%), Tatars (4.6%), Komi-Permians (3.2%), Bashkirs (1.3%), Udmurts (0.8%).

Perm Krai is rich in various natural resources: oil, natural gas, coal, mineral salts, gold, diamonds, bog iron ore, peat, limestone, precious and decorative stones, construction materials. One of the largest deposits of potassium salts in the world - Verkhnekamskoye - is located here. It occupies about 1,800 sq. km., the thickness of salt-bearing layers reaches 514 m. Forests, mostly coniferous, cover about 70% of the territory.

This region is one of the most economically developed regions in Russia. The basis of the local economy is highly developed industry. The main branches are as follows: oil, chemical and oil chemical, ferrous and non-ferrous metallurgy, wood processing. All potassium fertilizers in Russia are produced here.

Attractions of Perm Krai

The most famous museum in Perm Krai is the Perm Art Gallery that has the world-famous collection of Perm wooden sculpture and one of the richest in Russia collections of masterpieces of Russian icon painting. The museum of local lore in Perm has a number of interesting exhibits telling about the nature of the Kama region, its rich historical past from prehistoric times to the present day.

Not far from Perm, on the high bank of the Kama River, you can find “Khokhlovka” - an architectural and ethnographic museum covering an area of 42 hectares. The museum has unique wooden buildings of the 17th-19th centuries. Every summer, various folk festivals are held in the territory of this open-air museum.

In the south-eastern part of the region, in the town of Kungur, there is a unique natural monument of nationwide importance - Kungur Ice Cave. This is the only cave in Russia adapted for excursions. The old town of Kungur, founded in 1663, is a historical town with about 70 monuments of architecture.

Solikamsk is one of the oldest towns in the Urals. There is a unique museum of salt here. The town’s architecture reflects the techniques of Moscow architecture of the mid-17th century and the local tradition dating back to pagan times.

There is a number of interesting places along the Chusovaya River connected with many historical events, well-known figures of Russian history (Ermak, Stroganov, Demidov, Emelyan Pugachev). On its way the river crosses several mountain ranges, therefore, on its banks there are many picturesque rocks.

There are several architectural monuments in the towns of Osa, Usolye. Belogorsky Monastery and Gubaha Ski Resort are also worth mentioning.

Perm krai of Russia photos

Pictures of perm krai.

Winter in Perm Krai

Author: Boris Busorgin

Village in Perm Krai

Paved road in Perm Krai

Perm Krai views

Wooden church in the Perm region

Author: Nadezda Shklyaeva

Church in Perm Krai

Village in the Perm region

Author: Sergey Bulanov

Churches in Perm Krai

Cathedral in Perm Krai

Orthodox church in the Perm region

Author: Andrey Omelchenko

Winter in Belogorsky Monastery in Perm Krai

Author: Craciun Alexandru

The questions of our visitors

• Currently 2.82/5

Rating: 2.8 /5 (197 votes cast)

• {{>productsMenu}} Products
• {{>trendsMenu}} News & Trends
• Projects >
• RESIDENTIAL ARCHITECTURE PROJECTS >
• Apartment Interiors >

LAGENHET in Russia

# RESIDENTIAL ARCHITECTURE PROJECTS

The owner of this apartment is a prosperous business woman, loves to travel, cook and entertain guests. Recently acquired light and one-room apartment on the 22nd floor in the city of Perm.

"I started with, asked his good friend from ALLARTSDESIGN, Permian designer Saranina Art, help me to develop the project," - says the hostess.

Constantly visiting in Europe, the owner wanted the design of his apartment with a European flavor. In the atmosphere, which could have been spending a lot of time with guests, have a bright bedrooms, a spacious kitchen and a mix of modern trends and Scandinavian notes. Future interior should be light and airy, as well as insolirovan in all areas.

The task was inexpensive means to create a modern apartment with minimal forces.

Thinking layout, we have tried to fulfill all the wishes of the owner. Firstly the apartment was only 2 windows, and the task was to have natural light in the bedroom, the kitchen and the living room as possible. Secondly needed a large wardrobe, in which it would be possible to hide all unnecessary in the interior, but right at home. And just as there was a problem of a small bathroom, which is required to locate the washing machine, toilet with sink and shower.

The division of areas into zones we made of glass - for sale on the perimeter light curtains. We've got to transform a common space in the cozy space playing lighting in the bedroom, you can get the effect of soft box, or just zadёrnuv curtain bedrooms - reduce the time to tidy.

Originally proposed layout did not fit into the new concept. The hostess decided to redevelop, we have successfully placed: dressing room, sleeping area, which already is sunlight. Kitchen we appartment. And in order that you can watch TV from the bedroom and living area - we set the bar, which is mounted in the very screen, thereby dividing the area indicated by dots and functionally. We shared a bathroom on the functional areas. On the right, on the podium, we put the washing machine, and a large water heater, which is hidden behind the mirrored door. Directly opposite the entrance, we supply more, for the room sink, which allowed us to get away from small volumes, creating the effect of space. The color palette, as planned, done in bright colors to create a color contrast accents in furniture and textiles - which is convenient to change with little investment, rather than to repaint the walls and spend the time and money.

The decoration studios we used natural materials. Floors, we have made of bleached, aged ash planks and put "in Extension" wall - soundproofed from neighbors and pokleit brick by doing it in different colors. The corridor is made of bricks as well, making it easy to clean the surface from contamination. The ceiling of the economy and to support the overall style - just embellishing - thus we have kept high and saved again on the finish. Bathroom we made half-painted white glass and shower area formalized natural marble.

Interior doors we made to order with a hot glass of black, pokleit it on a plywood base, under the pens were originally filmed templates - further on them were drilled hole diameter required.

Upholstered furniture we bought in Europe, the scenery from KAREDESIGN.

Wiring is made of retro cable in white color, and layout graphically drawn up on the walls and ceiling.

Dynamic space is not overloaded with unnecessary details due to a successful integration of all necessary equipment and storage systems. Glossy surfaces reflect sunlight and along with soft lighting and create an atmosphere of undoubted comfort. All built-in furniture, doors are made specifically for this project, which gives it even more unique.

• Manufacturer account
• Buyer account
• Our services
• Newsletter subscription
• About VirtualExpo Group