course work project

How to Write a Coursework

Coursework projects do not resemble essays, research papers, or dissertations. They are the combination of all three. Students spend less time writing coursework than on making a term paper, but this type of work requires more time and efforts than an ordinary essay - it is made of several essays. Thanks to our guide, each student can discover how to write coursework. If you are running out of time or lack experience to complete the specific coursework, we recommend using our coursework writing services to hire professional academic writers.

What is Coursework and Why Does It Matter?

Coursework definition: General Certificate of Secondary Education (GCSE) coursework is a typical academic assignment, given in the course of study to evaluate the student’s knowledge, skills, and identify the final grade. Many students face this type of writing in the US colleges. One of the examples is a coursework UTD (The University of Texas at Dallas) - the requirements of this institution are strict, and many students fail to submit their papers and pass the corresponding courses.

Such type of assignment helps to have the ‘detective’ hat on: a student observes, examines, and evaluates the chosen topic using credible, up-to-date, and relevant sources. Working under controlled conditions is important. Participating in every school class will help to prepare good coursework by the end of the term. Take a look at the examples of what students of various profiles may face:

• English Composition - English coursework is an extended essay in most cases. A student has a right to pick the topic. The tutors provide their students with the list of recommended titles to choose from, sources to observe & analyze, and a format (e.g., a comparison between different relevant articles)
• Sciences - coursework for science is a complicated assignment. Such type of work appears in the form of a scientific paper to test what a writer investigates and reports independently.
• Geography - geography coursework is about collecting, reporting, and explaining information to reply to a certain geographical question or offer solutions to the problem. One idea is to explore the usage of a shopping mall or analyze the recent tornado. No matter whether you have to prepare a coursework Columbia or such paper for other educational institutions, keep in mind these differences!

Types of Coursework Explained

English Language coursework is the most common type of this assignment. At advanced GCE level, the student will be expected to write a couple of essays, totaling 3,000 words. Every assignment is 20 marks maximum.

An analytical essay : Evaluate, compare, & contrast 3 different sources of data interconnected by a common theme; written /spoken / multimedia content. Discuss different uses for targeting various audiences. Learn more on our blog.

Original essay with a supportive commentary : A student will have to come up with a single piece of media writing in the observed modes (written, spoken, or multimodal). Add a supporting piece with details about the aspects of English language. English Language & Literature coursework is a bit different. The basic requirements are the same, and the parts are:

An analytical study : Sharing an analysis of the chosen piece and its relation to the related content. It will show how well the writer understands the original piece. Tutors grade such works based on the:

• Use of the proper terminology and the coherence of the written words;
• Understanding & evaluation of the way a structure, form, and language create the written & spoken word;
• Opportunity to observe relationships between various pieces of writing.

Creative writing & commentary : Produce a creative piece that imitates the style of the assessed text. Share comments to backup your understanding. The goal is to show the knowledge, prove the competence, and use appropriate language skills in communicating with the target audience. You will also need a relevant coursework resume (review) in both cases. Keep on reading to learn how to write coursework of A level.

How to Write a Coursework: Guide for Students

Several factors may lead to the coursework being disqualified. It is a serious matter! The risk factors include:

• Plagiarism - it is the worst thing that could happen to any type of academic assignment. Lots of relevant information is available on the world wide web today, and the tutors are strict about the issue of plagiarism. Write everything in your own words! If you decide to insert the quotes from the sources, apply the suggested citation format and develop a list of references. Sign the declaration claiming it is your original project. If you're unsure about how to approach this, seeking professional help by choosing to write my coursework can be a wise decision.
• Word count - do not ignore the specific requirements concerning the length of the coursework. Specify if the footnotes, appendices, & references are included in the word count.
• Topics - go through the list of available themes. If there is an examination planned on the specific topic, try to pick another idea for the coursework.
• Tutor’s assistance - do not ignore the help of your instructor, ask them to provide guidance on what to write. Ask the questions to learn more details, but keep in mind they can go through the 1st draft once and just offer some general recommendations.

Choosing a Topic for Your Project

Dedicate enough time to this extra important question. Select the field of your interest if it is possible to relate it to the course. That is the golden rule of choosing a coursework topic - keep in mind the rest of the hints:

• Analyze the offered list of topics or develop yours
• Pick a topic from the area of your expertise related to the studied subject
• Select the topic you are interested in
• Choose the topic you’ve started to observe in the past
• Check how much relevant, up-to-date information is available on the Internet about each of the topics
• Pick what you can measure, change, & control (they call it a ‘fair test’)
• Use the ideas of previous researchers and students
• Do not choose a topic with a vast scope - you risk struggling to research it correctly

10 Good Coursework Topics

• Non-traditional Forms of Poetry with TC Tolbert
• Documentary Foundations: Usage of Oral Histories with Beth Alvarado
• Traditional Forms of Poetry
• Hermit Crabs: Type of Fiction
• Writing the Autobiographical Poem
• Creative Non-Fiction on the Examples of New Journalists
• Authors without Borders
• Writing the Sticky Stuff
• Socially Engaged Literary Arts
• Common Vocabulary

Research & Data Collection

Research is an integral part of coursework. Have you written research papers before? If yes, you will find it easier to select proper primary & secondary sources and gather the necessary information (evidence to support the main point - thesis). Depending on the required paper format, cite & reference the following sources:

• Books & e-Books

Base the project on a specific hypothesis. The research must start with minimum one hypothesis. The research stage for some topics may consist of visiting websites to collect information. Leave another time for collecting the data as it is the heart of the research. Three methods of data collection are known:

• Direct personal investigation : The one an author does individually (using literature and findings from previous studies);
• Interview/Questionnaire : The researcher should gather the data from the respondents asking questions regarding required data;
• Discussion with community leaders : Community leaders are approached to fetch information for the necessary data.

In case a student works on a scientific experiment, they should pay attention to planning the analysis with the help of rigorous scientific methods (keeping in mind the Health & Safety precautions you take). Review background information and theories. Take notes to express what you expect to occur to compare & contrast it to what happened in real life. In the write-up stage, one has to evaluate and present the findings.

Writing a Coursework Outline

The writing process follows the research. Do not start it without preparing an action plan and scheduling the work - a paper pin for English coursework is based on an extended essay . An outline will look different for the science coursework projects. The goal of creating a plan is to prevent a writer from being disorganized and waffling.

Let us explain coursework outline on the specific example - a project on the global pursuit of lower costs and the role of human rights.

Start with the brief introduction explaining why it might be a topic of interest for many people. Mention those vast corporations like Wal-Mart abuse human rights by choosing and using child labor in the factories.

Provide an overview of the problem . Define human rights and costs. Pick the definitions from the official dictionaries and cite them properly when inserting in the text. Try to explain the terms in your own words.

Develop a body of the coursework , start with the case for & against ethical business practices. Using evidence and examples, list the arguments supporting ethical business practices and another side of the coin. Include a business case for ethical practices after the opening body paragraph.

Move to discussing ethical responsibilities ; explain why business organizations should care about the ethical aspects of their activities. After three sections of the body, one can conclude the paper. It can be a good idea to share a fact or statistics stressing the importance of research problem in the essay conclusion. End up with the reference list that may look this way:

• Klein N (2000) No Logo (Flamingo, London)
• Marcousé I, Gillespie A, Martin B, Surridge M and Wall N (2003) Business Studies 2e (Hodder Arnold, Oxon)
• Royal Dutch Shell (2006) 4th Quarter Financial Report at (site example)

Additional Elements

Supporting materials and pictures are a must! The sciences & geography projects require tables, charts, graphs, and other types of images to illustrate the complicated topic. Not only should you add the pictures - it is essential to interpret and reference each of them. A separate part of the coursework where the student list and explains every visual element is Appendix , and it is an optional part. The presence of appendix increases the chances to earn an A+.

How to Write an Introduction for Coursework?

Most of the students underestimate the role of introduction & conclusion when it comes to writing an essay. An eye-catchy introduction is a key to success. The primary purposes of a coursework introduction are:

• To grab the reader’s attention
• To introduce the topic
• To explain the research importance
• To come up with a compelling thesis statement

The opening paragraph shows the depth of the writer’s acquaintance with the topic. Look at the expert tips below. They will help to learn how to write a coursework introduction to make the tutor want to read your entire paper.

What Is an Introduction?

The introduction of GCSE coursework is the opening paragraph that aims to interpret the central questions and purposes of the entire paper. It should have several elements to be effective. Those are:

• A hook sentence
• Background information
• Problem significance
• Solid thesis statement

Advice from our Experienced Writer

How to write an introduction to coursework? The quality of this part predetermines paper’s success. Look at some common mistakes writers do while working on the coursework introduction - try to prevent them!

Ignoring the prompt. Many students tend to neglect the tutor’s instructions. It is critical to read the prompt several times, highlight the main points, research question, rules, and grading rubric details.

Missing a plan. The prompt does not always say to develop a coursework outline. Without a plan for every separate section, it is impossible to write a flawless piece step-by-step. No matter whether you have to write a term paper, research paper, dissertation, or C3 coursework, get ready with the detailed plan. Once you understand how to write an introduction, it will be easier to develop the rest of the paper.

For those who need a helping hand in ensuring their work meets all the standards and deadlines, don't hesitate to buy coursework from trusted professionals.

Related Articles

What is Coursework at University?

In University by Think Student Editor October 5, 2023 Leave a Comment

Compared to the rest of the British education system, university can seem so very different. Lessons are now lectures or seminars, you have complete independence, and you even have the option to live on campus. Plus, there are so many other differences on top of this. This might make you wonder if the components of studying at university are different as well, especially in terms of how the course works. One of the components that’s important to look at in this way is coursework and how it differs at university.

In short, at university coursework is similar to at previous levels of education, where coursework is a form of assessment without exams that helps to make up your grade. At university, this is because successfully completing coursework helps you to pass modules, allowing you to get your qualification. This coursework can come in many different forms and the types you do will depend on your course and your university. However, some of the main types are essays, reports and projects, including research projects such as dissertations.

Continue reading to learn more about what coursework is at university. This article will take you through how coursework works at university and what some of the main types of university coursework are.

Table of Contents

Is there coursework at university?

When thinking about coursework, we tend to be more familiar with the term when it’s associated with school or college. In this case, coursework is a form of internally assessed assignment that will make up a part of your grade.

As a form of assessment, it will often be essential to help you to get your qualification, whether that’s for a GCSE/ National 5 qualification, an A-Level/ Higher or Advanced Higher or a more vocational qualification, such as a BTEC or a T-Level. For more information about what coursework is like at this stage, check out this guide by NI Direct.

As university can feel so different from school or college, you may be wondering whether or not there even is coursework at university and whether it works in the same way.

Simply put, yes, there is coursework at university . In fact, some universities state that most modules will have some form of coursework involved in them.

Students take a range of modules to make up their degree programmes. This means that students are very likely to do at least a bit of coursework in a few of their modules across the course of their studies. You can learn more about this by checking out this page on the University of St Andrews website.

What do you do in coursework at university?

At university there is so much more variation in what you can study and how you study it. From the different classifications of degree, even just within the undergraduate level, from foundation degrees to all the different kinds of bachelor’s degree, such as the BA, BSc or LLB, to all of the other kinds of qualification that you can do at university.

Due to all of this variation, there should be no surprise that in each of these different kinds of courses, students will be taught in different ways. Moreover, there isn’t any actual standardisation across universities, meaning that even on very similar courses, students can be taught with completely different methods.

As a result of this, the coursework that you do at university will completely depend on your course and your university. However, there are some common types of coursework that are done.

Some of these main ones are essays, reports and projects . For more information about what different types of coursework at university might be, you can check out this page by the University of Leeds.

You can learn more about these in their respective sections below.

Is an essay a type of coursework at university?

An essay is an academic piece of writing where students will have to make an argument in response to a certain question. In secondary school and college, you may have come across essays in the form of exam questions, where they would be valued in terms of their marks. For example, you may have had to do a “10-marker”, a “20-marker” and so on.

Alternatively, you may have come across them as part of your own coursework or NEAs, particularly in humanities subjects, where the knowledge and argument you present would be more detailed and in-depth. For university study, essays as a form of coursework, are more similar to the latter as they will need to be well-researched and in-depth .

However, university is at a higher level that school and college . As a result, university essays will need to be as well with students needing to carry out some independent research and reading before they can start the essay rather than relying just on what they have been taught.

You can learn more about essays as a form of coursework at university on this page by the University of Nottingham.

Is a report a type of coursework at university?

Reports and lab reports are a type of coursework that you will probably not have directly come across in previous study, although you may have done something a bit similar. Unlike an essay, a report is purely factual and objective, where the main aim is to present findings and to analyse the data collected, rather than to make an argument.

While they are particularly present in the sciences and social science subjects, reports are a form of coursework that can be used across a large variety of different subjects. Due to this, there are many different types of report and which one you may have to undertake as a part of your coursework will depend on your degree.

For more information about this, look at this page on the University of York’s website.

One of the main types of report is a lab report. This is a type of report done by sciences students after an experiment has been done. You can learn more about them by checking out this guide by the University of Nottingham.

Is a project a type of coursework at university?

For university study, a project as a form of coursework can refer to a few different modes of study. First of all, when talking about a project, we might be referring to a research project.

A research project is an extended essay that students complete by undertaking and then presenting their own research and comparing this to the preexisting ideas. This kind of research project will typically be big and may even be an entire module.

In cases like this, the research project will most likely be in the form of a dissertation or even a thesis if done at doctorate level. You can learn more about this type of project by looking at this page on the University of Sheffield’s website and for more on dissertations, look at the following section.

However, projects can also be in the form of group projects that can vary a bit more across universities. For example, at Imperial College London, students undertake a multidisciplinary group project to try and come up with solutions to the biggest social challenges. You can learn more about this on this page on their website.

Also, the University of Edinburgh Business School runs group consultancy projects at both undergraduate and master’s degree levels. For more information about this, check out this page on their website.

Is a dissertation a type of coursework at university?

At university in the UK, a dissertation is a type of research project that can be taken by students for either a bachelor’s degree or a master’s degree. As an extended essay, students will need to produce an answer to a specific question of somewhere between 5,000 and 50,000 words depending on the university and whether it is a bachelor’s or master’s degree that you’re doing.

There are different kinds of dissertation and depending on which kind students do will depend on how they go about writing it. For an empirical dissertation, students will need to carry out research and collect data first hand to use as part of their dissertation. Whereas for a non-empirical dissertation, students will have to research into data and information that is pre-existing.

You can learn more about what a dissertation is by looking at this Think Student article .

As previously mentioned, one of the main types of coursework at university are projects, including research projects. This means that yes, dissertations are a type of coursework at university as they are types of research project.

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• How to Make Your Coursework as Good as It Can Possibly Be

Many GCSE and A-level subjects are assessed in part by coursework in addition to exams, meaning that the mark you receive for coursework contributes to your overall grade. Many students prefer coursework, because it’s a chance to showcase your academic abilities away from the high-pressured environment of the exam room, making it ideal for those who don’t perform to the best of their abilities in exams. However, the time you have available for coursework, in contrast with the time constraints of the exam room, can lull some students into a false sense of security. Coursework is arguably just as challenging as exams, just in different ways – and, given the fact that you have more time, much higher standards are expected of you in coursework than in exams. Careful planning and research are needed for successful coursework, as well as strong data-gathering and essay-writing skills. In this article, we look at how to produce excellent coursework, from planning to proofreading. This information might also be useful to you if you’re planning on attending an Oxford Summer School this summer.

What is coursework?

GCSE and A-level coursework typically takes the form of an extended essay or project. Its objectives vary from one subject to another, but there’s usually an emphasis on the student conducting independent research into a topic of their own choice. Thus coursework often takes the form of some sort of investigation; it may, therefore, help to have your ‘detective’ hat on as you explore, investigate and analyse your topic. You can usually work on your coursework at home, though it’s sometimes completed under controlled conditions through sessions at school. To give you a better idea of how coursework varies from one subject to another, here are some examples:

• English – English coursework usually takes the form of an extended essay with a title of your choice. You’re usually given a choice of themes and/or texts to explore, and you could choose a format such as a comparison between a set text and another one.
• Geography – Geography coursework usually focuses on the gathering, reporting and interpretation of data designed to answer a particular geographical question. You could investigate usage of a shopping centre, for example, or look at erosion on a particular beach.
• Sciences – coursework for science subjects often takes the form of a scientific project or experiment that you conduct and report on yourself.

Before you start work on your coursework, it’s essential that you have a thorough understanding of the rules. Failing to conform to the rules – inadvertently or not – may result in your coursework (or possibly even your entire qualification) being disqualified, so it’s a serious matter.

• No plagiarism – this is particularly dangerous given the ready availability of relevant information on the internet these days. Make sure everything is in your own words; you’ll need to sign a declaration stating that it’s your own original work.
• There’s only so much help your teacher can give you . They can provide guidance on what you need to include, and on what the examiners will be looking for. You can ask them questions, but they’ll usually only be able to check through your first draft once and offer broad hints on updating it.
• Check the word count , and stick to it. Find out whether footnotes, appendices and bibliographies are included in the word count.
• Check what topics you’re allowed to do your coursework on; if there’s an exam on this topic, you’ll almost certainly have to choose a different one for your coursework.

Choose your topic wisely

Ideally, choose something you’re genuinely interested in, as your enthusiasm will come across and you’ll find it more enjoyable to write. If there’s something you’ve been working on for the course so far that you’ve particularly enjoyed, you may be able to focus more on this as part of your coursework. For science coursework, you’ll need to choose something to investigate that you can measure, change and control; it should be what’s called a ‘fair test’, meaning that you have to acknowledge all the controls you use in the experiment and why. Try not to pick a topic for which the scope is too vast, as you’ll struggle to research it properly and you’re unlikely to do it justice, and it’ll be hard to keep within the word limit. Ask your teachers for some guidance on choosing your topic if you’re not sure what to write about; they might even tell you a bit about what previous students have done to give you some inspiration.

Plan how long it’s going to take

Never leave your coursework until the last minute, even if this is your normal approach to essays and it usually works for you. Make sure you understand when the deadlines are, including time for submitting a first draft for comments from your teacher. Then schedule blocks of time for working on it, allowing plenty of time before the deadline to cater for any unexpected delays. Allow ample time for making corrections based on teacher feedback on your first draft, and keep some time aside before the deadline for final editing and proofreading. Because actual deadlines are few and far between, you’ll need to take responsibility for the writing process and impose some deadlines on yourself to ensure it’s finished in time. Write down your deadlines on a calendar, with the coursework broken into stages and dates assigned to each, by which time each task should be complete. You can base your stages on the next few points in this article – research and data gathering, a structure plan for the piece of work, writing up, and so on.

Conducting your research and gathering data

As coursework is primarily a research exercise, the research phase is crucial, so don’t be tempted to skimp on it and go straight to writing up. Use as many different resources as you can to gather data: books, journals, newspapers, television, radio, the internet and anything else you think might be relevant. For science and Geography coursework, you’ll need to base your work on a hypothesis, so the research stage should start by coming up with at least one hypothesis, otherwise your research will lack direction. The research phase for some subjects may involve site visits for gathering data, so allow plenty of time for this, particularly if you need your parents to drive you somewhere to do so. If it’s a scientific experiment you’re conducting for your coursework, you’ll need to pay careful attention to planning the experiment using rigorous scientific methods (also noting what Health and Safety precautions you are taking), as well as reading up on the background and theory so that you have an idea of what to expect from the outcome of your experiment. In the research stage, make notes about what you expect to happen, so that you can later compare your expectations with what actually did happen. The experiment itself also forms part of the research and data-gathering stage for your science coursework; in the write-up stage, which we come onto shortly, you analyse and write up the results.

Plan your structure

Once you’ve completed your research, the process of writing up begins. Before you get down to the actual writing, however, it’s advisable to write a plan for how you’re going to structure it – essentially an essay plan for English coursework and other subjects for which the coursework is based on an extended essay. It’ll look slightly different from an essay plan for science subjects and others that revolve around project work, but the principle is the same: plan out what order you’re going to present your information in. For big projects, this is particularly important, because with a lot of information to convey, you risk being disorganised and waffling.

Writing up your project

For any coursework, but particularly coursework based around an extended essay, you’ll need to perfect your essay-writing abilities. For science coursework, writing up your project also involves data analysis, as you interpret the results of your experiment and work your notes into formal scientific language. Follow the links below to find lots more useful advice on writing great essays.

• How to write dazzlingly brilliant essays
• How to write more original essays
• Techniques from creative writing that can improve your essays

When you’re writing up, it’s important to find a place where you can work quietly, without distractions that could cause you to make careless errors. You wouldn’t want noise or distractions when you were in an exam room, so treat your coursework with the same reverence.

Supporting materials and images

For some subjects, namely the sciences and Geography, it would be appropriate to include images, graphs, charts, tables and so on in your coursework. For example, for Geography coursework, your extra material could include annotated images and maps of the site you’re talking about, plus tables, graphs and charts. An appendix could then detail your raw data; if, for example, your coursework focused on the results of a survey, you could put the raw survey responses in an appendix and provide summaries and analysis in the main body of the coursework.

Footnotes and bibliography

As we said earlier, it’s important that you always use your own words in your coursework to avoid the possibility of falling foul of plagiarism rules. However, it’s acceptable to quote from another source, as you would in any piece of academic writing, but you must make sure that you state where it is from and use quotation marks to show that it’s a quote from somewhere else. The best way of citing another work is to use a footnote; word processors will allow you to insert one, and it just puts a little number at the end of the sentence and another in the footer of the document, into which you put the name of the author and work, and the page within that work that the quote can be found. At the end of your piece of work, include a bibliography that includes a list of every external source you’ve used in the creation of your coursework. Stick to a set formula when including books. A common format is: Author Surname, Initial. (Date) – Title of Book , page number For example: Lewis, C.S. (1960) – Studies in Words , p. 45 When you get to university, you’ll be expected to include footnotes and bibliographies in all your essays, so it’s a good habit to get into and coursework gives you good practice at it.

The final pre-submission check

Having completed a first draft, received feedback from your teacher, and honed your work into a finished piece of coursework, have a final check through it before you send off your coursework for submission.

• Sense check : have a read through your completed piece of work and check that it all makes sense. Make sure you haven’t contradicted yourself anywhere, or repeated yourself, or laboured the point. If there are any facts that you may have meant to look up to double check their accuracy, do so now.
• Word count : ensure that the completed work falls within the word count, and double check whether the bibliography should be included in the word count. If you’ve exceeded it, you’ll need to work through the piece and tighten up your writing, omitting unnecessary information, reordering sentences so that they use fewer words, and so on.
• Proofread : check your spelling and grammar, and ensure that there are no typos. Don’t just use the spellcheck – go through it with a fine toothcomb, manually, and if you can, ask someone to read through it for you to see if they spot anything you haven’t.
• Formatting : check that you’ve included page numbers, and that the font and line spacing is consistent throughout the work. Ensure that the font is plain and easy to read, such as Arial or Times New Roman.
• Bibliography : check that you’ve included everything, that the format is the same for all sources mentioned, and that the right information is included for each.

Once this stage is complete, you’re ready to submit your coursework along with your declaration that it’s entirely your own work. Get ready for a feeling of immense satisfaction when you finally send off your hard work!

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Successful Project-Based Learning

Explore more.

• Course Design
• Experiential Learning

P roject-based classroom exercises—particularly ones that involve embedding students within organizations—are an excellent way for instructors to enhance students’ learning experiences. Classes that incorporate real-world, experiential projects not only foster lifelong learning, but also appeal to students and help them identify interesting career paths. Students also get to practice soft skills such as networking and teamwork along with technical skills such as analytical thinking and budgeting.

For faculty members, however, implementing project-based learning can be challenging—it often requires instructors to reformat their courses and play a large, hands-on role in overseeing student projects. Research confirms that under the right conditions project-based learning, although sometimes difficult to implement, can improve student learning.

Through my years of experience working with faculty and seeing experiential classes in action, I believe there are five best practices to alleviate these common challenges and help instructors facilitate course development, delivery, and the search for useful student resources.

1. Find the Right Projects

Matching students’ preferences and skill sets with an organization’s business challenges is critical. If interests are not aligned with actual business challenges, the student-client interactions will be less than satisfying. When it’s time to recruit clients to participate in course projects, there are two options:

Option 1: Faculty, school departments, alumni, donors, or project mentors identify clients and define projects prior to the academic term. Students review the portfolio of available projects and create their own teams, or teams are assigned based on their expressed preferences.

Option 2: Student teams identify the client. With faculty and project mentor support, they then define the project. Faculty members review the teams’ final project definitions (early in the term) to ensure they meet the criteria for applying relevant conceptual models and frameworks.

Faculty members should use the same option and project definition document for the entire class. If the project definition is different for teams, faculty will find it difficult to compare the project complexity across teams.

Acquiring the best projects depends on timing and how much support faculty members receive. For option 1, alumni, development offices, and project mentors can connect with organizations and promote participation. For instance, alumni might tap their personal networks to solicit client projects.

Option 2 depends on students’ networks and on project mentors’ contacts. It requires more time during the academic term because students must seek their client either the week before or during the first week of the term.

“The value of experiential learning is extensive and remains with students long after they graduate.”

2. Enlist Project Mentors

Mentors are essential for project-based courses. They can help manage the project process and ensure consistent outcomes for students and clients in three ways:

Student experience. Mentors can increase student learning outcomes by transferring knowledge—such as industry-specific terminology—and experience—such as insight into analyzing a problem.

Client experience.  Mentors often resolve team issues and inquiries, such as when or how often it is appropriate to reach out to a client. A positive client experience leads to the organization’s continued participation.

Faculty experience.  Because mentors focus on project management and student/client interactions, they free faculty members to focus on the course’s core content, such as conceptual frameworks, lectures, and case discussions.

Faculty and/or school administrators identify the project mentors. The process is straightforward and requires a short interview with potential mentors. Alumni are often ideal mentors. The skill set required to succeed as a mentor includes the following:

Several years of experience in functional and management roles, including relevant corporate and/or line experience.

Consulting experience. Depending on the project, this might be specific to an industry or function.

Enthusiasm and willingness to engage. This includes attending the lecture sessions, which often have a team meeting before or after class. A regularly scheduled team meeting is also important.

Project mentors may volunteer or receive an honorarium.

3. Remember the Foundations

What differentiates project-based courses from conventional classes is how they integrate theory and application. Although they impart conceptual frameworks, they do so actively by helping students learn how to address real clients’ business challenges, such as how a distributor might optimize its supply chain. However, it’s important not to lose the theory or lessons behind the activity, and it’s even more critical that lectures and assignments are applied to the project at the right time.

To achieve this objective, lectures, guest speakers, and case discussions—including, if possible, at least one live case discussion that involves individuals from a current client—should be introduced in the early stages of the project. If taught in a traditional course setting (i.e., face-to-face meetings), the best format combines synchronous and asynchronous elements. Teams meet for a designated period during selected face-to-face class times and have asynchronous project meetings. Faculty members should meet teams three times to ensure they are applying conceptual models appropriately and to detect any team issues, such as excessive relationship conflicts or inappropriate conduct. The project component of the course is typically at least 50% of the final grade.

In specifying the learning objectives for their course, faculty members should include appropriate action-based skills. Such skills could include the following:

Communication. Interpersonal, listening, giving and receiving feedback, group problem solving, managing conflict, and negotiation.

Client relationship management skills. Setting clear expectations, creating clear deliverables, building rapport, and showing value.

Presentation skills. Oral, visual, and written.

Project management. Effective meetings, work distribution, and the ability to hit deadlines.

“If interests are not aligned with actual business challenges, the student-client interactions will be less than satisfying.”

4. Create Successful Teams

It can be trying work to put the right teams together within your class, and there will undoubtedly be some student objections. Fundamentally, there are three ways to create teams:

Faculty-created

Student-created

System-generated

For faculty- and student-created teams, students can post 1–2 sentences about their background (e.g., their academic major and work experience) and interests on a discussion board. Faculty members or students read the posts and create teams based on skill sets.

In both cases, there may be objections from students, and faculty or project coaches will have to assist with team issues. To help alleviate issues in faculty-created teams, consider allowing students to request one person they want to work with and note one person they do not during the preference process.

Most learning management systems (LMSs) can also generate teams. While this process typically involves random assignment, it often simulates what happens when an organization hires someone and assigns them to a team. Typically, the LMS will release available project descriptions and students register their interest in each project. The system then randomly assigns students to one of their top ranked projects. This process is the most objective of the three and therefore is usually met with fewer objections from students. It’s also the least labor intensive for faculty.

5. Arm Your Students for Success

Be sure to provide your students with the resources they’ll need to succeed with their projects. These resources can include project management guidance and internal/external information sources.

RECOMMENDED STUDENT RESOURCES

Consider offering the following resources to help students with their projects:

A Project Management Methodology

HBR Guide to Project Management

HBR 20-Minute Manager Series

When it comes to conducting project research, many students are unaware of the breadth of their institution’s library databases. For example, many schools and universities have guides that specify databases by specialization and often grant alumni access to these databases, giving students another resource after graduation.

In addition, participating companies should be responsible for providing relevant company information to their teams. Such information might include data about financials, sales and marketing, distribution, customer (existing and potential) profiles, market share, and competitive profiles, as well as access to customer contacts and subject matter experts. Student teams should sign a non-disclosure agreement (NDA) to protect this information and ensure companies are comfortable sharing their data.

Why Projects Matter

The value of experiential learning is extensive and remains with students long after they graduate. A unique and valuable resume builder, these experiences also leave students with client recommendations and prepare them to be more productive throughout their careers. As educators, we should be committed to providing our students with this type of learning.

While project-based learning can be challenging for first-time faculty, students find it rewarding. The best practices outlined here highlight resources, a course structure, and decision points. When followed, these practices reduce the challenge and help faculty create successful learning outcomes.

Terri C. Albert is the founder and CEO of Fresh Set of Eyes, LLC. Her experience includes leading experiential learning programs with recognized business schools (Chicago Booth, Kellogg, NYU Stern). Leveraging her blended background from corporate, consulting, and academia, Albert cocreated a project-based model for experiential learning, which GE adopted for its edgelab incubator that launched over 80 percent of the project recommendations across 10 years.

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What is Coursework

First of all, you need to understand what is coursework and how to write it. When one is writing a coursework, they have to do profound research that will reveal their knowledge base. A coursework may consist of design studies, field work, projects, long essays, and other kinds of work. Depending on the particular course, it can be performed in a number of ways. You need to write a coursework not only to show what you know about a particular subject and enlarge your knowledge base but also to prepare yourself to deal with the work you will need to perform in the future.

The Oxford Dictionary defines coursework as the type of practical or written work performed by a student and assessed by their professor. Hopefully, it makes the coursework meaning clearer for you.

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Why coursework is necessary and who assigns it.

Now when you know what is coursework, you also have to understand why it is needed. Usually, a student's mentor or teacher assigns coursework as it is a part of the course structure. Writing a coursework is important since it helps the student reflect on what they have learned from the given course. Realizing the coursework meaning, one can understand the material better and see how their knowledge can be applied in various situations. This type of work also reveals the student's way of thinking and helps them learn how to express their thoughts. Coursework has an utterly diverse nature. A student's instructor can ask them to perform it in a written way and work on an essay, term paper, or thesis (this form of coursework is the most widespread). A coursework can also be done in a more creative way; for example, a student may be asked to create a sculpture. At times, taking a test is preferred by the instructor. In some cases, several types of coursework can be combined into one. Choosing a specific type or a combination of types depends on the course. Whatever the kind of coursework is, it always requires being evaluated. The student's mark will be based on their understanding of the topic, creativity, as well as on the innovative aspect of their work.

How to Perform the Most Important Types of Coursework?

Even understanding the coursework meaning, students have mixed feelings on it. Some of them like to do research, learn new information, and write about the results, while for others, it seems to be an unnecessary task, or even a burden. Whichever opinion is true for you, being a student, you will still have to write a coursework at some point. For this reason, you need to know how to do it successfully. Below you see the list of rules and guidelines that will make this task easier for you.

Read these steps carefully and make sure you follow them as they will help you get started.

Coursework that requires writing:

• Carry out superficial research on the topic of your coursework.
• Settle on your topic.
• Work on the structure of your coursework.
• Make a summary or an abstract and confirm it with your instructor.
• Conduct profound research to find all the information you need.
• While writing, keep on researching the topic more.
• When you are done, check your coursework for plagiarism.
• Make a reference list.

To make sure that your coursework features a good content that is clear and easy-to-understand for your reader, work on the structure of your work. Check out if you maintain its consistency, use relevant information, complete your topic, and make it look concise.<

Coursework that requires to create a model, sculpture, or artwork:

• Find a design or concept you like.
• See how it can be applied to the area of your study.
• Think about what you want to create and decide on the scale of this object.
• Decide what kind of materials you need to finalize your work.
• Find everything you need for creating your artwork.
• Make sure that you have a mental image of the result and make a rough sketch of it.
• Begin working!

Key points you should consider:

• Originality - You need to be sure that your topic or idea is original. It is an extremely important point you have to keep in mind from the very beginning of your work. Numerous researches are being done by numerous people, so you have to make yours stand out.
• Need - Your coursework should be able to answer certain questions or find solutions. For that, it has to identify the key problems and help the reader understand them clearly.
• Uniqueness - Both your topic and your content have to be unique. Make sure to avoid plagiarism and never copy information from other sources. Conduct surveys or prepare questionnaires to add originality to the content of your coursework.
• Your input - This aspect is very important. When working on your coursework, you need to reflect on your topic a lot and understand how you can apply it. If you do it, the purpose of writing a coursework is served. For this reason, do your best to make as much input in your work as possible.
• Outcomes & future applications - Even if you have worked hard and put a lot of effort into writing your coursework, it can turn out to be a failure in case you do not show useful outcomes. Therefore, you need to provide a well-made analysis of the information you used. Make a well-structured conclusion for your topic and talk about the way it can be researched further.

If you keep all these points in mind and follow the guidelines, you will certainly write a good coursework.

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Project Management Basics (May 2024)

May 13, 2024 - Jun 16, 2024 1.5 CEUs

$1,095 Enroll

Full course description

Project Management Basics

Course overview.

This entry-level technical project management course aims to define and understand the significance of project management, exploring its benefits and the drivers of successful projects. Exploring the roles, responsibilities, and essential traits of a Project Manager, the course covers project schedule creation and executing of project plans. Learners will explore both traditional and agile project management practices and develop skills to understand budget estimation and tracking. The course emphasizes collaborative efforts within organizations, examining stakeholder identification, team leadership practices, and effective project status communication.

What to Expect

In this course students will build knowledge through course material. Weekly assignments will emphasize application and be paired with live sessions with faculty and project management experts. Learners will learn and develop skills to impact their contribution to project management in technical contexts.

The course is divided into four modules that require knowledge quizzes and discussion posts. Weekly live sessions will also require journal reflections. Learners will earn the digital credential for completing this microcredential with a passing score of >80%.

This course includes live synchronous sessions with faculty or professional experts each week. While they are highly beneficial to participate in live, accommodations will be made for those that cannot attend.

Learning Objectives

Upon completion of this micro-credential, you will be able to:

• Explain the impact of technical project management
• Develop a technical project schedule
• Plan a technical project budget
• Collaborate within a technical project team
• Identify the role of a technical project manager

Instructors

Abbie Canale Assistant Teaching Professor School of Engineering Design and Innovation

Recognition

Upon completion of this course, you will receive a College of Engineering Certified Microcredential titled Project Management Basics . This credential can be shared on your LinkedIn profile and other digital media.

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Generative AI for Course Design: The Basics

• April 26, 2024

Generative AI can be a valuable asset to instructors looking for assistance in various aspects of course design. For Education is undergoing a significant transformation as generative artificial intelligence continues to develop at a rapid pace. It is now easier than ever for educators to experiment with generative AI in their practice and see for themselves how generative AI can be leveraged during the course development process to brainstorm, synthesize, and draft everything from communications to students to learning objectives.

Melissa McCurry, learning experience designer at the Center for Academic Innovation, provides the basics in terminology and introduces how generative AI tools can be used within an educational context. The article is one of a series that dives into various aspects of using generative AI as an instructor and course designer and is available on the Online Teaching website. McCurry details the process of drafting original prompts and then refining the results. 

About Online Teaching

Online Teaching is designed for University of Michigan instructors and course designers who want to learn how to teach online more effectively. Created by the University of Michigan Center for Academic Innovation, it lives at the intersection of pedagogy, technology, and research-driven practices.

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Advertisement

After bigshots backed out, this florida community is rallying to reopen a 9-hole municipal golf course, share this article.

NAPLES, Florida — Commissioners in Collier County have approved a long-term lease and operating agreement critical to the reopening of the Golden Gate golf course.

On Tuesday, the board voted unanimously in favor of the contract, authorizing the commission chairman to sign it.

The action has been a long time in coming.

Nearly six months after BigShots backed out of its plans to build a golf entertainment center on the county-owned land last year, a newly formed charity made an offer to step into its shoes in mid-December, then won a competitive bid to move forward.

The new nonprofit was formed by the Schmieding family, behind the global medical device manufacturer Arthrex, based in North Naples. Known as The Gate Golf Club Inc., it will design, build and operate the community project through a public-private partnership.

The county will kick in $6 million to help fund the redevelopment, the same amount it promised to give BigShots before the company bowed out, then got absorbed by its competitor TopGolf.

The new golf complex will include a nine-hole community course with a driving range, a practice area and a full-service restaurant, with at least 150 seats. It will also have a pro shop, cart barn and maintenance building.

For a nominal amount, The Gate will sublease a portion of the land to First Tee for the development of a clubhouse with classrooms, offices, conference rooms and storage to support that organization’s youth development program.

Arthrex has long been a big supporter of First Tee in Collier County.

In partnership with First Tee Naples/Collier, Arthrex plans to create a golf learning center for kids to introduce them to the sport, while using the sport to develop their character and core values. The First Tee Academy would offer advanced, interactive technology and learning classes, as well as providing a practice area for young players at the site.

Golf complex will have many benefits

Ed Finn, an assistant county manager, told commissioners the project would be built to the highest standards, and give the public access to a public golf course that meets the community’s highest expectations. He listed the many benefits of the project, from boosting the local economy to enhancing green space and increasing golf access by making it more affordable for the community.

Discounts would be offered to county residents on rounds of golf, in the amount of 40% on seasonal rates and 20% on offseason rates. The annual value of the discounts is estimated at $600,000.

Participants in First Tee would also get a break on rates.

The Gate will pay a base rent of $130,000 a year to the county, which will be phased in over the first three years of operations, then subject to an annual adjustment, based on the Consumer Price Index.

A private company will be hired to manage and maintain the operations.

Before construction can begin, the county commission must approve more detailed plans for the project, which are expected to come back to the board within six months.

Once plans are approved and all site-related permitting is obtained, construction will have to be completed with 24 months, or two years, under the terms of the lease, unless there is justification for delays.

“There could be some twists and turns in this,” Finn said.

If all goes as planned, the golf course could open in the fall of 2025.

The cost of the development has been estimated at about $21 million.

The agreement includes an out clause should environmental issues arise that make it too difficult or costly to build.

The Golden Gate golf course has been closed for more than four years.

Collier County purchased the property, located at the corner of Collier Boulevard and Golden Gate Parkway, in July 2019, from its owners for $29.1 million, with the goal of preventing overdevelopment in the wrong hands, and with the intent of maintaining a public golf course.

Project will bring golf course ‘back to life’

A handful of neighbors spoke in favor of the lease and operating agreement with The Gate, saying they’re eager to see dirt move, after so many unforeseen challenges and delays.

“Arthrex is bringing this golf course back to life,” said CeCe Zenti, who lives nearby, in the Par One subdivision.

The proposal, she said, will allow people of all backgrounds to play golf, including young families, and their children.

“This is a project whose time has come,” Zenti added.

During the board’s discussions, Commissioner Rick LoCastro said it was an “opportunity we don’t want to waste,” with the “50-pound brain” of Arthrex’s founder Reinhold Schmieding behind it. Arthrex, a formidable force in its industry, has overseen and completed many big construction projects, as it’s continued to expand its footprint in Southwest Florida and beyond.

While it’s hard to determine if the proposed golf complex is perfect in every way, without the benefit of more detailed plans at this time, LoCastro said a “9.5 right now” is better than a “10 that never comes.”

“Will it be a 10? I don’t know,” he said.

Collier County Commissioner Rick LoCastro, shown here at a meeting on Tuesday, March 28, 2023, said the golf course project is an “opportunity we don’t want to waste.”

A ‘long time in coming’

Commissioner Burt Saunders, who represents Golden Gate, has championed the project and other uses at the shuttered golf course property, including workforce housing and a veterans nursing home.

“For me, this has been a long time in coming,” he said. “So, I’m delighted.”

He motioned to approve the agreement and thanked the commission for “staying the course.”

Commissioner Bill McDaniel seconded, expressing his support, after getting a few questions answered about the project, and the lease terms.

Although a bit painful, Commissioner Dan Kowal said he’s glad the deal with BigShots fell through because the county ended up with a much better offer that will be more beneficial to the “entire county.”

He said the involvement of First Tee will make the project “fantastic.”

The local chapter has the potential to become a “model for the country,” as part of the redevelopment, Kowal said.

The proposal by BigShots also included a home for First Tee, so when the deal fell apart it came as a big disappointment to its leaders, supporters and participants.

LoCastro gave credit to the hard work of Cindy Darland, executive director at The First Tee of Naples/Collier, who continued to push for its inclusion, as part of a larger community project, with passion and clarity. He pointed her out in the second row of commission chambers.

“You might be sitting in the second row,” he said, “but I think on this project you are front and center.”

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Project Management Courses

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Strategy Execution

This course from Harvard Business School (HBS) Online will equip you with the tools, skills, and frameworks to allocate resources, measure performance, and manage risk so you can successfully implement strategy within your organization.

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Navigating a Successful Career Path in Project Management

February 23, 2024

Gain knowledge, proficiency, and recognition to advance your career! Starting a career in project management is a strategic move that opens doors to diverse opportunities and lucrative roles within the professional landscape. The key to unlocking this rewarding career lies in understanding the pathway offered by various ed2go courses.

By 2030, there will be a demand for 25 million new employees with project management skills to fulfill global workforce needs, according to a report from the Project Management Institute (PMI). This means now is a great time to seize the opportunity and embark on a career path in project management or even just expand your existing skill set to take on new challenges and gain advancement opportunities.

Project Management Essentials

Your learning journey begins with Project Management Essentials with CAPM® Prep (GES248) , a comprehensive project manager certification course designed to help equip you with the knowledge and skills essential for project managers and those in support roles.

Aligned with international project management standards, this course covers crucial concepts such as time, cost, risk, and communications. Successful completion ensures that you not only gain a strong foundation in project management but also meet the educational prerequisites for the Certified Associate in Project Management (CAPM) certification, an internationally recognized qualification offered by the PMI.

CAPM certification prepares you to earn jobs like Project Coordinator, IT Project Administrator, Associate Project Manager, Project Control Analyst, or Program Analyst among others.

Mastering Project Management with PMP Prep

The next step in your learning journey comes with Mastering Project Management with PMP® Prep (GES249) . This advanced course goes deeper into project management concepts and practical applications, exploring important topics in detail. You will learn about project selection, strategy development, scheduling, forecasting, risk identification, tracking progress, recovery, and more.

Successfully completing GES249 not only solidifies your understanding of project management but also ensures that you meet or surpass the learning prerequisites required for the Project Management Professional certification exam by PMI. This certification is a testament to your advanced knowledge and proficiency in the field, setting you apart in the competitive job market.

Passing your PMP certification prepares your for positions like Protfoio and Program Manager, Project Director and Product Owner to name a few.

PMI Agile Certified Practitioner (PMI-ACP)

Reaching the final part of your learning journey, PMI Agile Certified Practitioner (PMI-ACP)® (GES3065) is the ultimate course that takes you into the exciting world of agile project management. Specifically designed for those aiming for advanced skills, this course goes beyond the usual methods and explores agile methodologies. It covers important topics such as adaptive planning, team collaboration, and continuous improvement, providing you with the abilities required for the PMI-ACP certification. 

As the industry increasingly adopts agile practices, completing this course puts you at the forefront of project management innovation, making you a highly sought-after professional ready to handle the changing needs of the field. 

With the PMI-ACP certification in hand, you become a valuable asset, positioning yourself for roles such as Agile project manager, Scrum master, or Agile coach. These positions not only offer competitive salaries but also provide opportunities for career advancement and leadership roles within project management teams.

When you earn your PMI Agile Certified Practitioner (PMI-ACP) certificate you can pursue career paths as Agile Coach, Scrum Master, Agile Project Manager and more.

Job Outlook for Project Managers

According to the U.S. Bureau of Labor Statistics, the median yearly salary for project management specialists is $95,370 (as of May 2022), with the highest 10% earning over $159,150. Jobs for these professionals are likely to increase by 6% through 2032, which is much faster than the average for all professions (3%). On average, around 68,100 jobs for project managers are expected annually, over the decade.

Launch Your Project Management Career

Embarking on the journey from Project Management Essentials with CAPM® Prep (GES248) to PMI Agile Certified Practitioner (PMI-ACP)® (GES3065) is more than just completing courses; it is your strategic pathway to a fulfilling career in project management. The knowledge gained, coupled with industry-recognized certifications, positions you for success in a variety of roles and opens doors to attractive salary packages. As you navigate this comprehensive pathway, you will not only gain the skills needed for immediate job roles but also build a solid foundation for long-term career growth.

Take the first step today, enroll in a course, and unlock a world of possibilities in the project management.

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More From Forbes

5 free online coding courses to try in 2024.

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Coding is now an essential life skill

Coding is one of the most useful, career-and-income-boosting skill sets one can have in 2024.

According to data from BLS (the U.S. Bureau of Labor Statistics), although the employment projection for computer programmers specifically was demonstrated to be decreasing by 11% in 2022, up to 2032, today's reality is the opposite. According to LinkedIn Learning, "programmers are in higher demand today than ever before."

The job outlook for software developers and others who use code as a fundamental aspect of their role has surged to 25%. This is much faster than the average for occupational growth rates in the U.S.

Coding is a fantastic skill to learn for the following reasons:

Learning to code builds other essential "soft" skills, such as analytical thinking, problem-solving, and logical thinking. You learn to break down complex problems into smaller steps and tasks.

Additionally, undertaking a coding course empowers you to bring your unique entrepreneurial ideas to life, even if you're not specifically interested in tech. You might have a product idea, but without the technical knowhow, or having someone working with you who has the knowhow, your product will not come to life, even as an MVP.

Last but not least, completing a coding course empowers you with the foundation for skills for in-demand, high-paying roles such as software development, app development, web development, and cybersecurity.

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You can jumpstart your career with any of these five free coding courses:

1. Codeacademy

Codacademy has a basic free package which allows you to learn coding and tech skills, such as HTML or Python, at your own pace. They of course, have affordable upgrade options.

2. LinkedIn Learning

LinkedIn Learning, previously known as "Lynda," offers a plethora of courses aimed at helping you improve your confidence and skills for the workforce. One great way to start is by following LinkedIn Learning's learning path , "Becoming a Programmer: Foundations."

Currently (at the time of writing), LinkedIn is offering a range of courses totally free until May 15. You can also look at free courses through LinkedIn Learning by opting in for a free 30-day trial-period. And of course, if you already have a premium LinkedIn subscription, you don't need to worry about paying anything extra to complete the course.

Once a LinkedIn Learning course is complete, you can add the certificate to your profile, thus attracting the attention of employers.

3. Project-Based Learning On GitHub

GitHub has a range of project-based learning activities and tutorials, which are incredibly useful if you find yourself to be more of a hands-on learner. The tutorials are categorized into primary programming languages, although some may use more than one.

4. Programming With A Purpose—Princeton University

Princeton's Computer Science: Programming With A Purpose course is available on Coursera for free if you meet the financial criteria, and is also suitable for beginners, with many users on the platform stating that it was a great introductory course to learn programming fundamentals.

5. Crash Course On Python—Google

Google has teamed up with Coursera to offer a crash course for learning the Python programming language, and this is also well recommended and suitable for your career goals if you are starting at the beginner level. This course, unlike some others, comes with a certificate.

Learning to code places you at a significant career and entrepreneurial advantage

Today, accept the challenge and master a new programming language. Learning to code might be difficult initially, especially if you come from a non-technical background, but it will enrich your career and help you to become financially independent.

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Golf course to reopen two years after ‘expedited’ drainage repair ordered

The Heron Executive Golf Course is scheduled to reopen next week, two years after an “expedited” drainage repair project was authorized by the Project Wide Advisory Committee.

In March 2022, frustrated neighbors in the Village of Sunset Pointe living near Hole #4 at the golf course appealed for help from PWAC. They were fed up with constant flooding and the accompanying stench and mosquitoes.

At the time, Don Wiley was chairman of PWAC and he called for the expedited $100,000 repair work at the course. Wiley has since moved on to serve as a Sumter County commissioner.

The Heron project got bogged down with design changes, late change orders, permitting and bidding. Finally, two years later, the project is nearly complete and the golf course will reopen   on Friday, May 3.

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Our product design degree gives you the knowledge, practical skills and industry experience to build a portfolio that will help you launch a career in a wide-range of sectors.

Why choose Product Design BA Honours at Middlesex?

Develop the confidence, knowledge, skills and experience to launch a successful career across the product design sector.

What you will gain

Sat within the Faculty of Science and Technology, we strive to develop product designers who are creative, confident, responsible and insightful in responding to user needs, but who also have a fundamental understanding of how to design and make things that work.

As well as studio-based design skills, you will gain extensive expertise in 3D CAD, physical prototyping and design for manufacture. We will help you to understand the wider context that surrounds our subject, developing the theoretical and practical skills, experiences and attitudes needed to enter the profession, across a wide range of sectors and emerging practices.

Accreditations

Our BA course is accredited by the Institution of Engineering Designers (IED) and meets the requirements of Registered Product Designer (RProdDes). You will get student membership to the IED for the duration of your studies. This accreditation validates the relevance and content of the degree programme to current industry requirements and practice.

What you will learn

Through project-based practice, we will support you with the experience, advice, feedback and encouragement you need to grow as a product designer.

You will develop skills in:

• Graphical communication and sketching
• Critical thinking
• Design process and iteration
• Design research
• Design for manufacture
• Sustainability

You will be able to demonstrate high-level 3D CAD and rendering, and the development of physical prototypes.

You will graduate from the programme with a portfolio of work that demonstrates your own creativity, process and skillset, culminating in a final-year project tailored to the pathway you want to take into the profession. You will have the opportunity to showcase yourself as a designer through our final-year exhibitions.

The programme content is enriched through industrial engagement and collaboration, such as live projects with industrial partners, external competitions, workshops and projects run by staff in professional practice, and our industry guest lecture series. Through these experiences, you will come to understand design in a commercial context and appreciate the nature and breadth of the design industry.

Student work

Find us on Instagram @MDXPD , follow out hashtag #mdxpd and take a look at our annual MDXPD magazine   that showcases staff and student work.

3 great reasons to pick this course

5th in london.

for overall student positivity (National Student Survey 2023)

Innovation centre

This course is connected to redLoop, the MDX design and innovation centre. redLoop is a research-led hub for product, service, interaction, and technology innovation

Real-world experience

We offer a work placement option in your third year so you can gain vital experience within a design consultancy or manufacturing company

In your first year, we will help you build the foundational technical and practical skills of the subject through hands-on exercises and mini-projects. You will develop core skills in 2D and 3D design including: Sketching, visualisation and communication skills Understanding users and developing ideas Prototyping and workshop practice 3D parametric CAD modelling. You'll also develop a Developing the mindset and approach of a product designer.

Design and Studio Practice (60 credits) - Compulsory

This module introduces you to core skills in design and studio practice. The focus of the module is on developing both an intellectual awareness and a practical application of design process methods, ideas generation and communication techniques and creative conversations.

Prototyping (30 credits) - Compulsory

This module introduces you to core skills in prototyping. The focus of the module is developing confidence in an awareness and practical application of prototyping techniques appropriate for different stages of the design process.

Design Tools (30 credits) - Compulsory

This module offers an introduction to core computing skills for design practice. It enables you to develop skills in CAD modelling, design visualisation, design communication and product prototyping. It introduces strategies for engaging with distributed communities or practice and developing an online presence.

Design Methods, Processes and Practices (60 credits) - Compulsory

This module provides the opportunity for you to develop your design knowledge, practice and experiences and to apply their design skills through workshops and selected external collaborative projects covering a range of sectors. You will focus on deepening theory, process and contextual knowledge, and applying that knowledge in responding to complex briefs.

Advanced Prototyping (30 credits) - Compulsory

This module equips you with the prototyping tools and approaches to enable you to successfully engage in a range of prototyping activities to develop, explore, test and validate design proposals. The module will develop your capability to analyse design problems, to develop effective prototyping strategies and to explore creative approaches to prototyping. You will develop your knowledge and skills in building working prototypes, at a range of fidelities, and employing a range of methods for exploring prototyping

Advanced Design Tools (30 credits) - Compulsory

This module develops your advanced CAD and CAM capabilities. It focuses on advanced surface and feature-based modelling techniques as product design tools and enables you to develop competence in the use of these processes, techniques and tools. The module develops students’ understanding of reverse engineering, mass manufacture design requirements and related design optimisation techniques.

TKSW Placement (120 credits) - Optional

The aim of this module is to strengthen, extend and apply your knowledge, skills and experiences you have gained from your programme in the context of a working environment and to complement, stimulate, reinforce and encourage the development of discipline-specific technical knowledge and your transferable skills.

Design Projects and Professional Practice (60 credits) - Compulsory

This module provides the opportunity for you to synthesise your design project experiences and to develop your practice to a professional level, through selected external collaborative projects and through the generation of your Final Major Project. The focus of all projects is on various forms of innovation. The Final Major Project is self-initiated and self-directed, taking place over an extended period of time across the academic year. It requires you to make a significant personal contribution to all phases of the design development process and to your personal professional goals.

Professional Context (30 credits) - Compulsory

This module develops your design research, strategic planning, theoretical background and contextual and commercial framework for your Final Major Project and your personal practice. You will prepare and publish a range of technical and contextual texts, and a professional and personal reflection upon your project work.

Design Manifestation (30 credits) - Compulsory

The Design Manifestation module continues the making experiences from Year 1 & 2 modules to develop a high level of technical capability and an equivalent level of reflective practice sensitivity. It interweaves with the final year modules to create a coherent and supportive final year experience which will prepare them for their chosen future. The module will equip final year students with: - the understanding and experience of HOW to evolve great ideas and manifest them in appropriate and high-quality ways. - the ability to consider WHY the manifestation process they pursue is best suited to them, their project, their practice and the wider world. - the confidence to engage with challenges early in an active, exploratory and open manner, and to apply their knowledge and experiences in effective ways.

To find out more about this course please download the Product Design BA specification (PDF).

We review our courses regularly to improve your experience and graduate prospects so modules may be subject to change.

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Our communications are designed to support you in deciding your future and keep you up to date about student finance, employment opportunities and student activities available at Middlesex University.

We will provide a supportive, encouraging and collaborative learning environment that allows each student to explore and develop their creativity, critical thinking, communication and collaboration skills. You will gain your knowledge and understanding of the subject through a variety of practice-based learning approaches including: Interactive guest lectures Design workshops Creative exercises Project-based learning (from directed through to self-initiated and self-directed) Lab-based IT classes Visits Group and individual project work. Central to the teaching and learning is ongoing engagement with industry (through guest lectures, live projects, visits, staff teaching on the programme etc.) This supports each student in building their personal creative network. Every staff member teaching on the programme is currently engaged in professional practice (design practice and/or design research) alongside their teaching.

• How we'll teach you
• Coursework and assessments

Where will I study?

You will be based at our north London campus with access to industry-standard equipment and software within our design studio, CAD and workshop facilities.

Whether you are studying full or part-time – your course timetable will balance your study commitments on campus with time for work, life commitments and independent study.

We aim to make timetables available to students at least 2 weeks before the start of term. Some weeks are different due to how we schedule classes and arrange on-campus sessions.

Teaching vs independent learning

Independent learning.

Outside of teaching hours, you’ll learn independently through self-study which will involve reading articles and books, working on projects, undertaking research, and preparing for assessments including coursework, presentations and exams.

Here is an indication of how you will split your time:

Academic support

Our excellent teaching and support teams will help you develop the skills relevant to your degree from research and practical skills to critical thinking. Our Sheppard Library is open 24 hours a day during term time. And we offer free 24-hour laptop loans with full desktop software, free printing and Wi-Fi to use on or off campus, even over the weekend.

Your learning will be assessed regularly and is made up of 100% coursework.

Assessments

As product designers, we learn through our design practice. Within the BA Product Design programme, this happens through activities such as projects, workshops, reports and set exercises both within taught sessions, and as independent work.

You will receive regular feedback on your work and progress, and will be supported in developing the skills and confidence to engage in creative conversations around design ideas. There are formal assessments for each module. Your knowledge and understanding is assessed through a series of creative tasks, ranging from portfolios of work, oral or recorded presentations, completed projects, physical or digital product prototypes or models, through to more formal design documentation

The first year is graded as pass/fail (with extensive feedback), providing a supportive learning environment that supports exploration, experimentation, taking risks and making mistakes as a core component of design practice.

Assessments are reviewed annually and may be updated based on student feedback or feedback from an external examiner.

To help you achieve the best results, we will provide regular feedback your work. This is central to skills development within the subject and is embedded throughout each module as a core part of our design practice. This includes approaches such as creative conversation around ongoing project work, peer feedback, individual tutor feedback, interim submissions etc.

North London campus

Our north London campus is 23 minutes away by underground train, travelling from London Kings Cross.

Our Sheppard Library provides a wide range of resources and support to help you to succeed in your studies.

Over 1,000 study spaces including rooms for group study and over 500 computers available.

We have one of London's biggest and best university campuses with everything you need in one place.

Student support.

We offer lots of support to help you while you're studying including financial advice, wellbeing, mental health, and disability support.

Additional needs

We'll support you if you have additional needs such as sensory impairment or dyslexia. And if you want to find out whether Middlesex is the right place for you before you apply, get in touch with our Disability and Dyslexia team .

Our specialist teams will support your mental health. We have free individual counselling sessions, workshops, support groups and useful guides.

Work while you study

Our Middlesex Unitemps branch will help you find work that fits around uni and your other commitments. We have hundreds of student jobs on campus that pay the London Living Wage and above. Visit the Middlesex Unitemps page .

Financial support

You can apply for scholarships and bursaries and our MDX Student Starter Kit to help with up to £1,000 of goods, including a new laptop or iPad.

We have also reduced the costs of studying with free laptop loans, free learning resources and discounts to save money on everyday things. Check out our guide to student life on a budget .

How can the BA Product Design support your career?

As a product design graduate from a course accredited by the IED, you will leave the course with a skill set appropriate for contemporary product design practice in a wide range of sectors that fall within the new definition of ‘product design’ and ‘product design engineer’.

Graduate job roles

Potential employers exist across the private, public and not-for-profit sectors. Graduates enter employment taking up positions including industrial designer, product designer, service designer, interaction designer, UX/UI designer, designer/craftsperson, creative technologist, and more.

Graduate employers

Our graduates are employed across the design industry, from high profile organisations such as Apple, Tesla and Lego, through to London-based design consultancies, government organisations, and start ups. Alternatively students can set up their own businesses in a creative field.

Check out our '5 years on' and '10 years on' alumni showcase.

Transferable skills

The transferable nature of the skill set (communication, problem solving, critical thinking, etc.) means that transition is possible to adjoining creative disciplines.

Our employability service , MDXworks will launch you into the world of work from the beginning of your course, with placements, projects and networking opportunities through our 1000+ links with industry and big-name employers in London and globally.

Our dedicated lifetime career support, like our business start-up support programme and funding for entrepreneurs, has put us in the top 20 UK universities for business leaders and entrepreneurs – Business Money 2023 and a top 10 university for producing CEOs (Novuana, 2023).

MDXcelerator Student Start-Up Support

Want to be your own boss? You'll have the chance to pitch your business to gain mentoring and grants of up to £15,000.

Global network

You’ll study with students from 122 countries who’ll hopefully become part of your global network. And after you graduate, we'll still support you through our alumni network to help you progress in your chosen career.

Work placements

Placements and internships can greatly improve your future job prospects after you graduate. They usually boost your confidence and academic results by giving you the opportunity to practice what have learned in a professional setting.

The course offers a 4 year sandwich option with a year long industry placement at the end of year 2. Successful completion of this placement year results in an additional qualification - a Diploma of Industrial Studies.

Our specialist employability service will support you in finding placement opportunities, and the product design staff team will work with you throughout your programme to develop your CV and portfolio for placement application.

At Middlesex, we're proud of how we recognise the potential of future students like you. We make fair and aspirational offers because we want you to aim high, and we’ll support you all the way. We’ll always be as flexible as possible and take into consideration any barriers you may have faced in your learning. And, if you don’t quite get the grades you hoped for, we’ll also look at more than your qualifications. Things like your work experience, other achievements and your personal statement.

• Standard entry requirements
• International entry
• How to apply

Qualifications

We'll accept T Levels for entry onto our undergraduate degree courses (including our extended courses with a foundation year) with the standard application of science requirements and GCSEs in line with UCAS tariff calculation.

Our entry requirements page outlines how we make offers.

Foundation year

We welcome applications from mature candidates, including those without formal qualifications if you can demonstrate relevant experience and ability.

Mature students (over 21)

We welcome applications from mature candidates, including those without formal qualifications, provided you can demonstrate relevant experience and ability.

Academic credit

If you have a qualification such as a foundation degree or HND or have gained credit at another university, you may be able to join us in year two or three. Find out how you can   transfer courses .

If you have relevant   qualifications or work experience , we may be able to count this towards your entry requirements.

We welcome students from the UK and all over the world. Join students from over 122 countries and discover why so many international students call our campus home:

• Quality teaching with top facilities plus flexible online learning
• Welcoming north London campus that's only 30 minutes from central London
• Work placements and networking with top London employers
• Career support to get you where you want to go after university
• Global alumni network and connections

English language

You'll need good English language skills to study with us. That's usually an IELTS 6.0 qualification (with a minimum of 5.5 in all sections). And, if you need help, we offer an intensive pre-sessional English course.

To study with us in the UK, you will need a student route visa.

112 UCAS Points

In addition to qualifications such as A level and International Baccalaureate, we accept a wide range of international qualifications.

Find out more on your country's support page. If you are unsure of the suitability of your qualifications or would like help with your application, please contact your nearest regional office .

Entry onto this course requires a portfolio of work. Please view our   interviews and portfolios   page for more information.

Your portfolio is an important part of the application process for the programme. It helps us to understand a little more about you, and supports meaningful conversation about your interests, skills, and experiences. It is important to remember that when we review portfolios we are looking for passion and potential, rather than a complete set of existing skills. You are coming to university to learn to be a designer, so we don’t expect you to know how to do it all already (that’s what we’re here for!)

Please  apply via UCAS  using the UCAS code  W240.

Need help with your application? Check out our undergraduate application page.

Fees and Funding

The fees below are for the 2024/25 academic year:

UK students 1

Full-time: £9,250

Part-time: £77 per taught credit

International students 2

Full-time students: £16,600

Part-time students: £138 per taught credit

Additional costs

The following study tools are included in your fees:

• Free laptop loans for up to 24 hours
• Free e-books and e-journals for key course texts
• Free access to everything on your reading list
• Free specialist software for your course
• Free printing for academic paperwork
• Free online training with LinkedIn Learning

Scholarships and bursaries

To help make uni affordable, we do everything we can to support you including our:

• MDX Excellence Scholarship offers grants of up to £2,000 per year for UK students
• Regional or International Merit Awards which reward International students with up to £2,000 towards course fees
• Our MDX Student Starter Kit to help with up to £1,000 of goods, including a new laptop or iPad.

Find out more about   undergraduate funding and all of our scholarships and bursaries .

Fees disclaimers

1. UK fees: The university reserves the right to increase undergraduate tuition fees in line with changes to legislation, regulation and any government guidance or decisions. The tuition fees for part-time UK study are subject to annual review and we reserve the right to increase the fees each academic year by no more than the level of inflation.

2. International fees: Tuition fees are subject to annual review and we reserve the right to increase the fees each academic year by no more than the level of inflation.

Any annual increase in tuition fees as provided for above will be notified to students at the earliest opportunity in advance of the academic year to which any applicable inflationary rise may apply.

Speak directly with one of our Unibuddy student ambassadors

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Unistats information

Discover Uni provides applicants with Unistats statistics about undergraduate life at Middlesex.

Please select 'see course data' on the following course option to view the full Unistats data for Animation.

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We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.

Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.

Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.

At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.

Why not explore

Join us to discover more about our range of courses, and get a feel for life at Middlesex for yourself

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8 Projects that Exemplify Moscow's Urban Movement

• Written by Marie Chatel
• Published on July 27, 2016

When it comes to urbanism these days, people’s attention is increasingly turning to Moscow . The city clearly intends to become one of the world’s leading megacities in the near future and is employing all necessary means to achieve its goal, with the city government showing itself to be very willing to invest in important urban developments (though not without some criticism ).

A key player in this plan has been the Moscow Urban Forum . Although the forum’s stated goal is to find adequate designs for future megacities, a major positive side-effect is that it enables the city to organize the best competitions, select the best designers, and build the best urban spaces to promote the city of Moscow. The Forum also publishes research and academic documents to inform Moscow’s future endeavors; for example, Archaeology of the Periphery , a publication inspired by the 2013 forum and released in 2014, notably influenced the urban development on the outskirts of Moscow, but also highlighted the importance of combining urban development with the existing landscape.

Concluding earlier this month, the 2016 edition of the Moscow Urban Forum focused on smart cities and the impact of technology on the ways we interact with people and use public infrastructure and civic spaces. The 2016 Forum invited city officials, urbanists, and architectural practitioners – including Yuri Grigoryan from Project MEGANOM ; Pei Zhu from Studio Pei Zhu ; Hani Rashid from Asymptote ; Reinier de Graaf from OMA ; Yosuke Hayano from MAD Architects ; and Kengo Kuma from Kengo Kuma Architects – to share about their knowledge and experiences in urban design. With the city looking forward to the built results of the latest Forum, we take a look back at some of the major developments in Moscow that have emerged in the past five years.

1) Gorky Park and Garage Museum

In 2010 the city government decided to improve Muscovites’ urban environment and create public spaces, and Gorky Park was the first project of note. The Russian equivalent of Central Park, it used to attract masses of tourists to its amusement park, but no residents would spend time there. Its reconstruction began in 2011 and featured infrastructure for strolling, sport, work, culture and leisure.

Inside the park lies the Garage Museum of Contemporary Art , a landmark building from the Brezhnev communist era which was renovated and transformed by OMA in 2015. The Dutch firm kept the original structure “as found,” only repairing elements from its prefabricated concrete walls – often clad with brick and decorative green tiles. Instead, the redesign focused on a double-skin facade of polycarbonate plastic that enclosed the original structure and preserved it from decay.

2) Zaryadye Park, Diller Scofidio + Renfro

Due to open in 2018, Zaryadye Park designed by Diller Scofidio + Renfro is probably one of Moscow ’s most cutting-edge projects. Located next to the Kremlin, the Red Square, and St Basil’s Cathedral, the project embodies what the architects calls “Wild Urbanism.” The project notably includes four artificial microclimates that mimic Russian landscape typologies: the steppe, the forest, the wetland and tundra. “It is a park for Russia made from Russia,” as Charles Renfro explains , in that “it samples the natures of Russia and merges them with the city, to become a design that could only happen here. It embodies a wild urbanism, a place where architecture and landscape are one.”

3) Moscow Riverfront, Project Meganom

Russian firm Project Meganom has also designed an ambitious project for Moscow ’s riverfront. Their masterplan also aims for a dialogue between the built and natural environment. A series of linear green spaces follow the river, and lines for pedestrians, cyclists, cars, and public transport are clearly delineated, improving the use of the public squares. River embankments are also transformed to function as areas for activities, communication, education and creativity nodes for public gathering.

4) Krymskaya Embankment, Wowhaus Architecture Bureau

Wowhaus Architecture Bureau recently transformed the 4-lane road at Krymskaya Embankment into a landscape park that connects Gorky Park with Krymsky bridge. The area used to be deserted, but is now reactivated with distinct transit and sport zones, as well as pavilions for artists’ exhibitions. Wave-shaped bicycle ramps, paths, and benches feature on the artificial landscape, which is also used for sledding, skiing, and skating in the winter.

5) Hermitage Museum and ZiL Tower in Moscow, Asymptote Architecture

New York architectural firm Asymptote Architecture are currently building two projects, a 150-meter residential tower and a satellite facility for St Petersburg’s well-known Hermitage Museum , where modern and contemporary art collections will be displayed. Situated in one of Moscow ’s oldest industrial areas, Asymptote’s buildings will lie in place of a Constructivist factory – which explains why the museum was reportedly inspired by El Lissitzky's "Proun" painting, as the terrace interior clearly shows.

6) “My Street”

“My Street” is the largest-scale program led by Moscow ’s government. The project aims to create about 50 kilometers of new pedestrian zones within the city center and periphery. The extensive program aims to solve parking issues, renovate street facades, and repair sidewalks and walkways with delimited areas for public transports, cars, cyclists, and pedestrians. “My Street” also requires a strong governance strategy and coordination; led by the Strelka Institute’s consultation arm KB Strelka , the project also involves 17 Russian and foreign architecture practices that were all individually in charge of one street, square or group of streets. Notable architects include the German firm Topotek 1 , the Dutch group West 8 , and the Russian firm Tsimailo , Lyashenko and Partners.

7) Moscow Metro

Moscow Metro is an architectural masterpiece that has been elaborated on since the 1920s. Its stations from the Stalin era are known for their unique designs with high ceilings, elaborate chandeliers and fine granite and marble cladding. To ensure that Moscow Metro remains an emblem of the city’s urban culture and powerful transportation system, the city’s government organized various competitions for the renovation of some Metro stations. Russian-based practice Nefa Architects was chosen to redesign Moscow’s Solntsevo Metro Station, while Latvian firm U-R-A will transform Novoperedelkino Subway Station . New stations are also being built, including two stations by Russian firms Timur Bashkayev Architectural Bureau and Buromoscow which should be completed by the end of 2018.

8) Luzhniki Stadium

Luzhniki Stadium is Moscow ’s main venue for sporting and cultural events. With Russia hosting the 2018 FIFA World Cup , the stadium should reflect Moscow’s intent to become a leading megacity, which is why $540 million has been spent on construction works. Its renovation mainly focuses on the roof and seating areas, and the capacity is planned to increase up to 81,000 seats. Works will be completed by 2017.

Find out more information and talks on Moscow’s urban development and the future of megacities on Moscow Urban Forum’s YouTube channel .

• Sustainability

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Weymouth zoning board decision has residents upset. Why the decision has them up in arms

WEYMOUTH – Residents who live near a planned funeral home expansion say town officials did not do enough to protect their interests as neighbors impacted by the project.

They also question how two members of the zoning board could vote in favor of the project after previously voting against it, despite the specifications of the project not changing.

The zoning board recently granted a special permit for McDonald Keohane Funeral Home to build a 5,500-square-foot addition, which will nearly double the size of the business.

"They changed nothing," neighbor Shira Levine said. "The project is completely inappropriate. … How did five people vote that this project will not be detrimental to this quiet neighborhood? It’s impossible."

The board twice previously voted 3-2 in favor of granting the special permit for the expansion, but four votes were needed for approval.

The second vote was held after the funeral home appealed the first decision to state Land Court, leading to mediation between the funeral home and the town.

The proposal went back to Land Court after the board's second denial, leading to more mediation.

The funeral home and the town then filed a joint motion for another zoning board hearing. According to the motion, at least one board member was confused about the buildout of an entrance at the south side of the funeral home and whether the existing entrance would remain open.

At the third hearing, the board unanimously voted in favor of the special permit for the project. Two members who previously voted against the permit, Nicole Chin and Carston Snow-Eikelberg, gave no explanation for their change in position.

Chin and Snow-Eikelberg did not respond to emails seeking comment on their votes.

Neighbors say project doesn't meet necessary criteria

The expansion adds a 5,500-square-foot addition, which includes a hall with a seating capacity of 200 people that could be used for funerals or celebrations of life. The plan also calls for 16 exterior parking spaces, 11 of which will be in a residential zone and four garage spaces.

McDonald Keohane Funeral Home sought approval from the town to combine 809 Main St. with two adjoining lots behind it on Cypress Street to make the expansion possible. The town council has since adopted an ordinance prohibiting funeral homes from expanding into neighborhoods, but McDonald Keohane's plans were filed before the change.

Weymouth zoning bylaws outline the five criteria a project must meet to earn a special permit: The site has to be an appropriate location; the use will not be detrimental to the character of the neighborhood; it won't create nuisance or serious hazard to vehicles or pedestrians; the use will have adequate and appropriate facilities; and it will serve public convenience and welfare.

Levine said there is no question that a large events space behind the existing facility and next to neighboring homes with a "massive" amount of cars and people coming in and out will be detrimental to the neighborhood. She said people will line up for wakes and funerals at the south entrance, which is practically in people's back yards.

"We are frustrated because we feel Keohane could have built the addition in front but didn't want to ruin the pretty landscaping, but that's not fair," Levine aid. "They could do this project without ruining our neighborhood."

She said Mayor Robert Hedlund and Solicitor Richard McLeod told them they were doing what was in neighbors' best interests. Yet she said the town, in mediation, conceded to everything neighbors opposed, including having a primary entrance to the funeral home at the south side of the property, garage and parking spaces near neighboring homes.

The zoning board then approved the project as submitted, without any changes that neighbors say would have made the project less intrusive.

Attorney Jeffery Tocchio, who represented the funeral home, said the Keohane family considered multiple options and potential layouts for the expansion project. He said the approved plan solves “longstanding issues with existing operations” and shift other uses on the site away from neighbors.

Mayor says he won't 'second guess' zoning board members on decision

McLeod, the town solicitor, said the plans for the project initially added a staircase to an entrance on the south side of the building that currently exists today.

During meditation, McLeod said the Keohane family agreed to eliminate the stairs, and direct people to the existing main entrance at the front of the funeral home. The south side entrance will remain with a long ramp for handicap access.

"Both parties also agreed to conditions that will help monitor the operation of the funeral home," he said.

One of the conditions for the approval states, "The funeral home shall continue to use the front entry facing Main Street (Route 18) as a primary access for guests."

But Levine pointed to numerous discussions through the public hearing process where Tocchio said the south-side entrance will serve as a main entry point into the funeral home.

Mayor Robert Hedlund said the neighbors have some "valid concerns" and the funeral home has been operating at its current location for a long time and has certain rights.

"It was up to the board of zoning appeals to sort the issues out. Obviously people aren't happy with their decision but that's how the process worked out," he said. "I won't get into second guessing the BZA on this. They are much more involved in the elements of the proposal and the process."

Hedlund said he "can't speak" to the thought process of members. When asked if they could have been influenced to change their votes, he said "absolutely not from my office."