Issuu

Exploring the design misery

Yi Zhe Leow, Javier Wai Long Choo, Htet Myat Naing, Johnathon Wei Liang Chin, Irfan Bin Rosmadi Students, project researchers, and story writers

Moshood Olawale Fadeyi

Module instructor, project designer and advisor, and story writing advisor

Engineering Cluster, Singapore Institute of Technology, 1 Punggol Coast Road, Singapore 828608

Corresponding Email: fadeyi.moshood@singaporetech.edu.sg

ASSIGNMENT BRIEF

You cannot be creative with what you do not understand. Without the necessary creativity to address complex problems, value cannot be delivered to the producers and consumers of solutions intended to solve consumers' problems. It is, therefore, important to develop understanding first to have a chance of delivering or gaining value. This philosophy underpinned the non-fiction story about the MEP design idea generation assignment given by the professor in charge, who was also the module lead for BIM for the Mechanical, Electrical, and Plumbing Design Studio.

The solution in this context involves the design of MEP systems for a high-rise building in Singapore. This group assignment was given to Year 2 students in the Sustainable Built Environment programme at the Singapore Institute of Technology. At the start of the module, the students had little or no knowledge and understanding of the key considerations for designing MEP (mechanical, electrical, and plumbing) systems in high-rise residential buildings in Singapore.

To develop the necessary knowledge and understanding, the students were tasked with undertaking investigations that included interviews with industry professionals experienced in MEP design, construction, and/or facility management of high-rise buildings in Singapore. They also conducted field investigations of MEP systems in high-rise buildings in Singapore and studied relevant Singapore codes and standards to gain a deeper understanding of the rules and guidance governing MEP system design for high-rise buildings in Singapore. The students later clearly articulate how the insights gained from their research would inform and enhance their design.

The journey of the students begins before the first day of the module and continues to the point of realisation of how the required knowledge and understanding they gained from the investigation would aid the creativity needed to produce a design of value for the stakeholders. The journey of the students is the focus of this non-fiction story.

Keywords: Design thinking; Cognitive enhancement; Building Information modelling; Applied learning; Storytelling; Sustainability

Note about the student authors: The student authors are Year 2 students in the Sustainable Built Environment programme. They are essentially being trained to be mechanical engineers for a sustainable built environment.

INTRODUCTION

Design was everywhere. To Yi Zhe, it was a principal concept that shaped the very experiences defining human life, influencing everything from the tools people used to the spaces they inhabited. Whether it was the different styles of clothing suited for varying weather conditions or the intricacies of smartphone applications, design played an integral role in well-being. It enhanced the aesthetics of the world, simplified daily tasks, and fostered meaningful connections between people. Yet, mastering the art of design was no small feat.

For Yi Zhe, the path toward design mastery stemmed from curiosity. He believed that by observing, critically analysing, and questioning how and why the world worked, individuals could identify opportunities for improvement. A budding designer, in his view, could find inspiration in the smallest of things inefficiencies in daily tasks, innovations in existing designs, or even the beauty of nature. It was this curiosity that propelled him forward, fuelled by an insatiable desire to learn, adapt, and resist the comfort of stagnation.

However, understanding the principles of design was just the beginning. The journey toward mastery required more than theoretical knowledge; it demanded hands-on experience and a willingness to experiment. When Yi Zhe first grappled with design concepts, he found himself facing a steep learning curve. Translating abstract ideas into tangible creations was a challenge. Each project he undertook became an opportunity to refine his craft, teaching him how to balance aesthetics with functionality while ensuring the final product aligned with its intended purpose and audience. During this phase, he began to see the world from a whole new perspective, noticing patterns and opportunities that had once been invisible to him.

Of course, the journey was not without challenges. His early attempts at design exposed a significant gap between his vision and execution. His sketches often failed to capture the essence of his ideas, and his concepts lacked consideration of factors beyond his immediate focus. Feedback from peers and professors was humbling. Yet, through these setbacks, he persevered and in persevering, he grew. His mistakes became lessons, and his perseverance gradually transformed his weaknesses into strengths. The old saying, “If you fail, try, try again,” became a fundamental aspect of his craft, shaping both his skills and his mindset. It taught him humility and gave him a deep appreciation for the effort behind every successful design.

This journey also demanded an openness to experimentation and a willingness to step outside his comfort zone. Design was ever-changing, reflecting shifts in culture, technology, and human behaviour. Tools and mindsets related to design thinking evolved over time, with clear impacts on various aspects of life. Architecture, for instance, had transitioned from focusing purely on aesthetics to integrating functionality and sustainability, especially in response to climate change. Yet, for Yi Zhe, mastery was not merely about accumulating skills and accolades.

True design mastery lay in the ability to approach each project with intention and authenticity, creating work that was both meaningful and impactful. Understanding different perspectives was crucial in crafting a final product that satisfied everyone’s needs. To him, the perfect balance of aesthetics, functionality, and intent represented the pinnacle of design though he recognized that others might see it differently. That very subjectivity was what made design so beautiful to him.

Yi Zhe had come to understand that the journey toward mastering the art of design was a lifelong endeavour. It was a path that demanded curiosity, dedication, and the courage to be wrong, yet the rewards were immense. Design had become more than a profession for him; it had become a way of living. The thinking methods he had adopted throughout his journey not only transformed his work but also shaped the person he was becoming.

He hoped that his story of striving for mastery resonated with anyone who had ever pursued a craft, a passion, or a dream. It was a testament to the power of creativity and the resilience of the human spirit. Though he knew his journey was far from over and that the ever-elusive destination remained out of sight, he had learned that the journey itself held the greatest lessons and the most profound joys. No matter how arduous it seemed, as long as one could appreciate the process and find joy in small achievements, no challenge would be too great to overcome.

PART 1 CHAPTER 1: THE WEIGHT OF EXPECTATION

Yi Zhe came from what most people would call a ‘typical’ Asian family in Singapore. His parents had high expectations of him from the moment he enrolled into primary school. Every weekend, he would attend tuition classes for his math and sciences, and whenever he was not studying in his tuition classes, he was grinding away on past year papers at home. Whenever he brought home his report card, and they saw the high scores that he got, his parents would bring the family out in celebration.

It was because of this that Yi Zhe attributed success to academic achievement from a young agestraight A’s and high test scores would eventually lead to a bright future. When the time came for him to take his Primary School Leaving Examination (PSLE) paper, Yi Zhe managed to achieve an outstanding score, which allowed him to attend some of the top secondary schools in his country. His parents were extremely proud, as was he. He thought that he was unstoppable; nothing could get in his way. Little did he know that that feeling was going to be short-lived.

As Yi Zhe moved into secondary school, the pressure intensified. His parents, after seeing his PSLE results, wanted him to become a lawyer. An engineer. A banker. His father would tell him, “Work hard son, you will be a great person one day. Don’t waste this chance.”

But as the years passed, he struggled. Yi Zhe found himself constantly comparing himself to his peers. He would watch his friend’s breeze through assignments and quizzes, while he would be

stuck on the first question for hours. Frustrated, Yi Zhe poured in more effort into his studies. But the more effort he put in, the more the weight of his parents' expectations seemed to press on his shoulders. His grades never seemed to meet the expectations that he had set for himself - and certainly did not meet his parent’s vision of excellence.

Yi Zhe slowly began to feel like he was failing in every sense. His anxiety grew with every exam, every report card that he brought home filled with a mix of B’s and C’s, a far cry from the A’s that everyone expected. At the end of his second year, he decided to take three pure science subjects, in hopes that the additional pressure would force him to do better. However, it was not the case. Yi Zhe quickly realised that the additional pressure that he was putting on himself was causing him to do even worse, and his grades showed. From a mix of B’s and C’s in lower secondary, it was now hard to find even a B grade in his report card.

The breaking point came when his sister enrolled into the same secondary school he did. He watched her, like most of his friends, breeze through the school curriculum. But what really got to him was watching his parents treat his sister like the favourite child. They would always praise her for being “naturally gifted”, and she effortlessly seemed to slip into the role of the golden child, the one who did everything right, and that was never wrong.

Yi Zhe, on the other hand, felt like a failure.

Every praise that was given to his sister felt like a punch in the gut to him. They would constantly compare him to his sister. “If your sister can do it, so can you.”. It was as if Yi Zhe’s achievements were not enough. The more they compared the two of them, the more isolated he felt.

CHAPTER 2: A FORK IN THE ROAD

During his final year of secondary school, the pressure reached its boiling point. Yi Zhe had always thought that his academic worth was directly tied to his ability to achieve perfection. When his results came back, Yi Zhe’s heart sank. The mix of B’s and C’s on his report card meant that he had barely missed the entry requirement into Junior College, the route that his parents expected him to take, and the route that his sister eventually took. A quiet sense of failure overwhelmed him as he watched his peers celebrate their successes, knowing that his own future seemed uncertain.

Unable to enter a Junior College, Yi Zhe was left with choosing between going to a Polytechnic or to the Institute of Technical Education (ITE). Naturally, his parents encouraged him to apply for a polytechnic course, as ITE was considered to be the weaker institute compared to a polytechnic. However, Yi Zhe was stumped when he saw the choices of courses that he had to choose from. Should he go into a business course, food science, biomedical engineering? The options seemed endless. At a loss for what to do, Yi Zhe decided to take a break and stepped outside for some fresh air. It was during this break whereby he would make a decision that would inevitably change the outcome of his academic journey.

Percy Jackson. Does that title ring a bell? It was one of Yi Zhe's favourite books to read when he was in primary school. In that novel, one of the protagonists, Annabeth, was studying to be an

architect. Yi Zhe has always been fascinated by the way Annabeth was written, her genuine interest in different architecture styles, and the way she passionately designed different building facades. It was this interest that drew Yi Zhe to choose a course in architecture in Ngee Ann Polytechnic’s school of design.

When he told his parents of his choice, however, they questioned him. “Is this really what you want to do for the rest of your life?” they would ask. It was as if they already knew that going this path was not right for him. But Yi Zhe, being the naive and stubborn teenager that he was, was adamant on pursuing this line of work. “I can do it, watch me.” he would reply, his voice steady despite the uncertainty that was gnawing in his chest. Deep down, he knew that the road ahead was not going to be easy, but for the first time in years, he felt a spark of excitement. Boy was he wrong.

CHAPTER 3: A NEW DIRECTION

The three years that Yi Zhe spent studying in Ngee Ann Polytechnic were a rollercoaster of highs and lows. During his first year, Yi Zhe quickly realised that the technical modules, which focused more on math and science competencies, were basically simplified versions of the subjects he took in secondary school. Because of this, Yi Zhe was easily able to ace these modules, score A’s that he hadn’t seen since primary school. His parents, though they were still sceptical about his career choice, couldn’t hide their relief. “At least he can do something.” Yi Zhe overheard his father muttering during a rare family dinner.

Alas, the design modules were a whole different story. Yi Zhe came into this course with the expectation that he would thrive here, to finally find that passion that has long eluded him. But reality was, in fact, much more humbling.

His first design project was a disaster. The task was simple: design a building space that reflects a personal narrative in groups of 3. Together with two of his course mates, Yi Zhe spent countless hours sketching, erasing, and re-sketching. However, nothing felt right. His classmates’ ideas seemed to flow effortlessly - one group came up with a cozy reading nook, and another with a workspace that doubled as a meditation zone. All these designs received praise from the professors, most of them commenting on the ingenuity and originality of the designs. When it came to Yi Zhe’s team, though, the feedback they got was blunt: “You only thought of yourselves. What about the people you are designing for?”.

The criticism stung, but what hurt Yi Zhe more was the realisation that neither he nor his group mates had no idea how to fix it. For the first time in his Polytechnic journey, the familiar sensation of feeling lost flooded Yi Zhe. He had always believed that hard work could overcome any obstacle, but when it came to design, effort alone clearly was not enough. Creativity can’t be forced, and passion couldn’t be faked.

By the time Yi Zhe had reached his second year, he was drawing in self-doubt. His classmates seemed to thrive in the design studios, coming up with projects that are both creative and

innovative. Yi Zhe, however, felt like an imposter. He spent countless nights staring at his blank laptop screen, paralyzed by the fear of failure.

The pressure that he was feeling at home did not help matters much. His parents’ constant comparisons to his sister, who was excelling in Junior College, only made things worse. “Why can’t you be more like your sister?” they’d ask. Yi Zhe never had an answer. He felt like a failure, both in his parents’ eyes and his own.

His grades reflected his struggles. While he continued to excel in the math and science modules, his design project submissions were subpar at best. He tried to compensate by pouring more time and effort into his work, but he did not see any results. Slowly but surely, he felt his passion dwindling away.

In his third and final year of study, Yi Zhe hit rock bottom. The weight of his struggles had turned into something quieter, yet no less suffocating. Unlike the sharp pang of failure he felt in secondary school, this felt more like a slow, creeping exhaustive poison that slowly sapped away at his will. The days started to blur together, and Yi Zhe felt his motivation to do well leaving him. At one point, Yi Zhe simply decided that instead of striving for excellence in his design modules, he would simply aim to pass.

His final-year project was meant to be his crowning achievement, a culmination of everything he had learned. But as he sat in the design studio, staring at the blank drafting paper in front of him, all he felt was emptiness. His classmates had already begun sketching, brainstorming, bringing their ideas to life, while he struggled to even form a concept. He had poured years into this course, hoping to prove to himself and his parents that he had made the right choice. And yet, here he was completely lost, once again.

One evening, after another fruitless attempt at designing something meaningful, Yi Zhe found himself wandering outside his campus, his mind heavy with doubt. He passed by a construction site, watching as workers methodically assembled the skeleton of a new building. It struck him then how much he admired the precision and logic of construction. Unlike design, which felt abstract and unattainable, building systems had rules, structures, clear solutions. Maybe that was what he had been searching for all along

A few weeks later, one of his lecturers pulled him aside after class. “Yi Zhe, I can see you’re struggling,” she said, her voice kind. “I don’t think your problem is a lack of effort. It’s that you’re too stuck on what the product is going to look like to enjoy the entire journey.”

Her words lingered in his mind for days. He had always thought passion was enough that if he worked hard enough, he would succeed. But maybe passion wasn’t something to be forced. Maybe he had been clinging to an idea of himself that no longer fit.

PART 2

CHAPTER 4: NEW BONDS

Yi Zhe’s acceptance into university came as a surprise. He had applied on a whim, not expecting much. But when the email arrived confirming his acceptance, he saw it as a second chance. He had enrolled in a degree program that focused on building systems and sustainability in the Singapore Institute of Technology, hoping to find a new direction.

Upon entering university, Yi Zhe found himself surrounded by a fresh group of peers, many of whom shared a passion for the technical side of architecture and engineering. Among them, he met four individuals who would eventually become his closest friends Htet, an innovative thinker who loved solving real-world problems; Irfan, who had a knack for sustainability; Johnathon, a detail-oriented planner; and Javier, a practical-minded problem solver who excelled at merging functionality with aesthetics.

Yi Zhe first met Htet early into his university, in one of their first math modules. Most of the modules that Yi Zhe had taken in his first semester were math and science related, to help him ease into what he thought would be a very stressful three years. One afternoon, as he sat in his math class poring over his notes, he noticed a student sitting a few tables away, shifting uncomfortably in his seat. The furrowed brow and rapid flipping of pages were telltale signs of struggle.

Htet had arrived in Singapore years ago, but the education system had been a challenge. His English, though grammatically correct, had been out of sync with the fluidity of Singlish, making casual conversations difficult. Though he had adjusted over time, certain academic concepts still felt foreign to him. Math, in particular, had always been a stumbling block for him.

Seeing his frustration, Yi Zhe hesitated for a moment before walking over. “Hey, need help?” he asked, tapping on the table to get Htet’s attention. Htet looked up, surprised. “Uh, yeah, actually. This part ” he pointed at a particularly dense equation, “I don’t get why they used this formula here.”

Yi Zhe pulled up a chair and glanced over the problem. “Ah, it’s because they’re breaking it down into components first. If you try solving it directly, it’ll get messy.” He grabbed a piece of scrap paper and started explaining, his voice calm and methodical. Htet listened intently, nodding slowly as clarity dawned on him. “Ohhh, that makes sense. Damn, thanks man. You’re good at this.” Yi Zhe shrugged. “I just like math. If you need help, just ask.”

That simple exchange marked the start of their friendship. Over time, Htet and Yi Zhe found themselves studying together more often. Though Htet had never been an exceptional student, he was persistent, always willing to learn. Beyond academics, they discovered shared interests in gaming and casual debates about life in Singapore versus Myanmar. Through their discussions, Yi Zhe learned about Htet’s background his struggles with cultural adaptation, his experience in polytechnic, and his pragmatic approach to education. Htet, in turn, found himself looking up to Yi Zhe, not just as a study partner but as a source of motivation.

CHAPTER 5: THE REDDIT GANG

As their academic routines settled, Htet introduced Yi Zhe to a group of friends he had met during on the online platform ‘Reddit’. What started as casual meetups in the library and campus lounge areas soon became regular study sessions and hangouts at food courts or cafés near the university.

One of the more vocal members of the group was Javier. From the moment Yi Zhe met him, it was clear that Javier carried himself with a certain confidence or arrogance, depending on how one viewed it. “Oh, so you’re the guy Htet was talking about,” Javier said as he leaned back in his chair at their usual study spot. “You in this course too?”

“Yeah,” Yi Zhe responded, keeping his tone neutral.

“Nice. Hope you’re decent at Revit,” Javier chuckled. “A lot of people struggle with it, but honestly, it’s not that hard if you know what you’re doing.”

Yi Zhe exchanged a glance with Htet, who merely smirked.

Javier had studied Integrated Facility Management during his time in Polytechnic, making him well-versed in BIM modelling. His expertise in Revit and AutoCAD made him someone that people would come to for help in group projects, as the course relied heavily on a good understanding of the software. However, it also gave him an inflated sense of superiority. Though undeniably skilled, his tendency to assert dominance in discussions rubbed some people the wrong way.

Despite this, Javier wasn’t all talk. Over time, Yi Zhe realized that beneath his arrogance was genuine talent and a willingness to help others though sometimes with unsolicited criticism attached. Javier often guided their group through complex modelling problems, offering tips and shortcuts that made their work more efficient. However, his know-it-all attitude sometimes led to clashes, especially when others challenged his approach. Yi Zhe, not one to engage in unnecessary conflicts, kept his interactions with Javier balanced appreciating his skills while sidestepping any brewing tensions.

While Javier was the loudest in the group, it was Irfan who resonated most with Yi Zhe. From the moment they started talking, it was clear that their perspectives aligned. Like Yi Zhe, Irfan had faced the pressure of familial expectations. Though he had managed to secure a place at SIT, he too struggled with imposter syndrome, questioning whether he truly belonged.

One evening, after a long day of studying, the group had dispersed, leaving only Yi Zhe and Irfan behind at a quiet corner of the campus café. As they sipped their drinks, Irfan exhaled heavily. “Man, sometimes I feel like I’m just faking my way through all of this,” Irfan admitted. “Like, sure, I got into uni, but so what? Feels like I don’t deserve to be here.”

Yi Zhe leaned back in his chair. “Yeah, I get that. I feel the same way sometimes. Like, everyone else seems to know what they’re doing, and I’m just... here, hoping I don’t mess up.”

Irfan chuckled dryly. “Exactly. And then you have people like Javier who make it seem like they have everything figured out.”

“Yeah, but honestly, I think everyone has doubts. Some just hide it better than others.” Over time, Yi Zhe and Irfan developed a quiet understanding. While the rest of the group often engaged in light-hearted banter or heated debates, the two of them had more introspective conversations. Irfan admitted his struggles with imposter syndrome, questioning whether he truly belonged in university. Yi Zhe, who had similar doubts, found comfort in their shared uncertainty. Their friendship became one of quiet support no grand gestures, just the assurance that neither of them was alone in their struggles.

The last member of the group, Johnathon, had a quieter presence. Unlike Javier, he didn’t impose his opinions, and unlike Irfan, he didn’t voice his insecurities. Instead, he was reflective, carefully considering his words before speaking.

Yi Zhe learned about his story through bits and pieces his initial passion for chemical engineering, him being classmates with Irfan since Polytechnic days, the similar disillusionment during his internship, and his eventual switch to this course. Johnathon’s ability to balance functionality with aesthetics intrigued Yi Zhe, as it was a perspective he hadn’t considered before. Though Johnathon was meticulous in his ideas, he struggled with attention to detail in execution.

Yi Zhe noticed it first during a group assignment when Johnathon submitted a section riddled with small, avoidable errors. When Yi Zhe pointed them out, Johnathon simply nodded, making a note to improve. Unlike Javier, who might have taken offense, Johnathon was open to critique. Over time, Yi Zhe came to appreciate his quiet determination. Though their interactions were less frequent, there was a mutual respect between them.

Together, this unlikely group formed a dynamic that balanced skill, personality, and growth. Through shared struggles, academic challenges, and late-night study sessions, their bonds deepened, shaping their university experience in unexpected ways.

CHAPTER 6: THE DESIGN STUDIO

The first year of university flew by, with most of the modules covering fundamental engineering topics ranging from thermodynamics to an introductory BIM modelling course. By the middle of their second year, the five of them had formed a tight bond, though none of them had really changed since they first met each other. It was only natural that they chose to form a team for their latest challenge: BIM for Mechanical, Electrical, and Plumbing Design Studio.

When Yi Zhe first saw the module title, he assumed that it would just be an extension of that BIM modelling course that he took, which was a slight relief to him as he and his team had little to no knowledge about the key considerations for designing MEP systems, maybe apart from Javier. Within ten minutes of the first lesson, though, Professor Moshood shattered that assumption. “I will not be helping you guys in any way other than providing feedback. All your designs and justifications behind those designs need to be sourced by yourselves.” He declared.

The task? Design the MEP systems for a twenty-story building in groups of 5. Upon hearing the word “design”, Yi Zhe’s stomach twisted slightly. Apart from that introductory BIM modelling module, there had been little to no design elements that he had to deal with so far in his time in university. The word resurfaced an old insecurity that he had buried since his polytechnic days. However, the difference this time was that he had his friends with him, and that was enough to push away his self-doubt. Then came the second twist.

“In addition to the designing, you are to write a non-fiction story about your group’s journey in acquiring the knowledge and understanding required to design MEP systems for high-rise buildings in Singapore to ensure a high level of total building performance.”

Yi Zhe stared at his screen, fingers hovering over the keyboard. Writing a non-fiction story about their learning journey? Sure, no problem. It’s not like they were already drowning in coursework and other group projects. He glanced at his groupmates, who were already starting to busy themselves with diagrams, calculations, and YouTube videos titled “TOP 10 Bathroom design mistakes.”

Wait a minute.

Wasn’t this exactly what Professor Moshood asked for? A non-fiction story about their struggle to understand MEP systems? The sleepless nights, the questionable design choices, the existential crises over ventilation layouts – it was all part of the experience. In fact, if anyone is reading this right now, congratulations! You are quite literally reading the very assignment that Professor Moshood asked them to write.

Yi Zhe sighed dramatically and started to type: “Yi Zhe came from what most people would call a ‘typical’ Asian family in Singapore …”

And just like that, their decent into MEP madness began.

CHAPTER 7: THE REALISATION

The first week flew past. The group spent hours researching and sketching their designs with Javier as their spearhead, but there was no clear direction. Diagrams were drawn, scrapped, and redrawn. Each person worked on their own section, but there was no cohesion just a jumble of disconnected ideas on a shared digital model.

By the second week, it was time to present their initial work to Professor Moshood. The group wasn’t particularly confident, but they figured they had something decent to show. After glancing through their submission, Moshood leaned back in his chair, arms crossed. He let the silence linger for a few seconds before finally speaking. “Have you considered all elements of the design?” he asked.

Javier paused. “We accounted for HVAC loads, plumbing layouts, and electrical routing ”

“I’m not talking about technical elements,” Moshood interrupted. “I mean, have you thought about the people you are designing for? Do you think your future tenants will be OK with your design?”

Yi Zhe’s felt his chest tighten. His mind flashed back his first year of polytechnic. His design professor had asked him the exact same question. And back then, he had failed to answer it.

That familiar wave of self-doubt crept in. He looked down at their plans, realizing they had focused entirely on the technical side. But they had ignored how these systems would actually impact the people living in the building.

The realization hit him like a punch to the gut.

He hadn’t changed.

Ever since he stepped into the world of design, for all the projects he had worked on, he was still making the same mistakes he had years ago.

And something had to be done.

PART 3 CHAPTER 8: ACCEPTANCE

The group met after the consultation with Professor Moshood to discuss what he had told them, the critiques they had received that they still floating around in their minds. They collectively agreed that something had to be done about the way they perceived this project in order for there to be any improvement. Just then, Yi Zhe pointed out that the story assignment they had to write had a requirement for them to conduct interviews with industry professionals.

“We can use the interviews to get a better understanding of where our prof is coming from,” Yi Zhe stated.

The group exchanged glances, processing the idea. “So, what you’re saying is that we’re going to use these interviews to understand the actual thought processes of actual professionals.” Javier said, brows furrowed. Yi Zhe nodded. “We’ve been approaching this project from a onedimensional standpoint, but that’s not enough for our prof. If we want to do well, we need to understand the concept of design from multiple perspectives. And the best way to do that? Talk to the people who are doing this for a living.”

After some discussion, they decided to go ahead and split the work: Htet and Irfan would be talking to their mentors that they had gotten to know though a program. They were trained FM personnels from JTC; Javier would be speaking to both his friend who is a specialist in facility management as well as his uncle, who was a MEP contractor for high-rise commercial buildings; Johnathon

would be consulting his father, a facility manager with years of experience; and Yi Zhe would be compiling all their findings.

As the discussion wrapped up, the group felt the weight of the challenge ahead. Each of them had their own struggles, but there was also a newfound determination in the air. Yi Zhe glanced at his friends; their faces etched with grim expressions. At that moment, everyone came to the realisation that this assignment was more than just another academic requirement, it was an opportunity for all of them to grow. For so long they had all been hesitant to step outside their comfort zones, but now they had no choice. For the first time in their university life, they weren’t just students trying to finish a project. They were a team, ready to take on this challenge together.

CHAPTER 9: FROM THEORY TO IMPACT

Htet and Irfan showed up at the JTC lobby in their formal attire, as they had been asked by their mentors to attend an event with the company. Even after having known their mentors for almost a year now, they couldn’t help but feel slightly out of place, with them being two students amongst professionals who moved with an air of practiced confidence.

Before they could fully adjust to the environment, they were ushered into a conference hall where industry veterans were already deep in conversation. There they saw their mentors, both of whom have had experience overseeing building maintenance, cost management, and sustainability initiatives.

The conversation started with an overview of their responsibilities. “As a Facility Manager, my scope of work covers multiple aspects, including cost management and ensuring building sustainability,” one of them explained. “In space and project management, my scope of works involves planning, coordinating, and executing projects to optimize space utilization, enhance user experience, and ensure seamless operations. This includes managing budgets, timelines, and stakeholder expectations.”

As the event progressed, Irfan found himself fascinated by the complexity of their roles. He had always assumed that FM was more of a reactive job, fixing things when they broke. But now, he realised how much planning and foresight went into it. It wasn’t about fixing problems; it was about preventing them from happening in the first place.

One point that stood out to Htet was how deeply MEP design affected facility management. “MEP design significantly affects downstream FM matters, as it influences energy efficiency, maintenance requirements, and overall building performance. Well-designed MEP systems can reduce operational costs, minimize downtime, and enhance occupant comfort. On the other hand, design decisions can lead to inefficiencies, excessive maintenance, and long-term financial burdens.” One of the facility managers mentioned.

Htet, who had always struggled to see the real-world implications of his studies, slowly started to understand why Professor Moshood was pushing them so hard. Technical skills were important, sure, but understanding the effects of your design choices was just as important.

The most eye-opening moment came when Shawn, one of the facility managers, shared a realworld example. “Take my current project,” he said. “We have a walk-in chiller designed for 100% food storage usage, meaning it’s running 24/7. But the actual users only need about 50% of that capacity. Because of the over-design, we’re now dealing with unintended consequences excess cooling is leading to mould formation in the room below. If we had been consulted earlier in the design phase, we could have prevented this issue.”

This revelation struck Irfan hard. He always had the habit of overanalysing and waiting for the ‘perfect’ solution before doing anything. But here was a perfect example of how real-world projects didn’t always wait for perfection. Decisions had to be made, and adapting was part of the process.

As the event wrapped up, Htet and Irfan exchanged an understanding look. This had become more than just research for an assignment. They slowly began to see the bigger picture, how their work in MEP design would impact people long after the construction phase was over. And with that realisation, they knew they had to approach their project differently.

All of a sudden, a realisation hit Htet. “Wait a minute, didn’t Professor Moshood mention that we need to include proof of our interviews?” Irfan nodded. “Damn, you’re right. Let’s find them and snap a quick selfie then.”

They quickly approached their mentors, who were still engaged in conversation. “Excuse us! Could we grab a quick selfie with you? It’s for our assignment.” Htet explained.

Their mentors smiled knowingly and agreed and gathered around for the photo. Htet snapped the picture, feeling a surge of excitement. “Perfect, thanks for the help!”

CHAPTER 10: A ZOOM CALL

Javier sat in the waiting room of the Zoom conference call, waiting to be admitted in. It had been years since he had contacted Ding Zu, his polytechnic friend who went straight into the work force instead of choosing to pursue a university degree. But for the sake of this assignment, Javier did not see any other choice. Within two minutes of waiting, he was admitted into the call, and Javier saw his friend, smirking. “Alright, let’s get this over with,” Javier muttered, pulling out his notepad.

“Nice to see you too Javier. Let’s get started, shall we?”

“Tell me about your role and how you deal with MEP systems.” Javier asked. He already wished this interview was over. “As a facility manager, my main responsibility is to ensure the smooth operation of the building. This includes overseeing the MEP systems, which are still largely manual. Given that the site is large and old, I spend a lot of time walking around to conduct inspections and addressing any issues that arise. There’s no automation or modern tech to streamline the process, so everything requires personal oversight and a lot of leg work.” Ding Zu replied.

Hearing this, Javier tapped his pen against his chin. “So, what you’re saying is, you’re stuck with dealing with outdated systems that aren’t designed with maintenance in mind?” His friend nodded. “Exactly. I wish that designers would consider long-term operations more. It’s easy to install something and walk away, but those that come after the designers have to live with those decisions for decades.”

When asked what an ideal MEP system would look like, his friend was quick to respond. “Bro, automation. A good system should strike a balance between reliability of manual systems and modern automation. With automation I can spend more time handling the actual problem-solving instead of having to keep going for inspections.” Javier furrowed his eyebrows. “Shouldn’t this be a standard? I thought it would already be in practice.” Ding Zu just laughed. “Bro, upgrading costs money, and management doesn’t want to spend any money unless something is broken.”

What’s your biggest headache?" Javier asked.

"Inefficiency," his friend sighed. "Older buildings like this one weren’t designed for easy maintenance. We have outdated systems that constantly break down. Tracking down spare parts for decades-old equipment is a nightmare. And because everything is manual, my team spends way too much time running around checking things that should be automated." Javier nodded, making a note. He had never thought about how much time was wasted simply keeping things from falling apart.

The discussion slowly shifted to the topic of design. Javier learnt that poor MEP layouts made maintenance difficult, with inaccessible wiring and concealed components being able to turn simple repair jobs into major projects. One example that his friend gave was that one of his older projects did not include accessible panels for the HVAC systems. “If designers include accessible panels, I can do quick inspections and repairs. But in older buildings like this one, pipes and wiring are hidden in walls, meaning we have to tear things open just to reach a faulty component. These poorly designed layouts can lead to a waste in both time and money spent.” Ding Zu lamented.

As the interview came to a close, Javier felt a slight shift in his perspective. He had always been focusing on the technical perfections of a design, but he now realised that usability is equally as important. An advanced system would be no good if it were a nightmare to maintain, right?

Javier leaned back in his chair, rubbing his temples. He had always prided himself in his precision and his technical knowledge, but he had never thought of designing with practicality in mind. “Guess I still have a way to go then,” he admitted to himself.

“Oh, one last thing bro,” Javier smiled. “I need you to say cheese.”

CHAPTER 11: FAMILY REUNION

It was the fourth day of the lunar new year. Javier arrived at his uncle’s house, the familiar scent of home-cooked food lingering in the air. The living room was lively with chatter from visiting

relatives, red decorations still hanging from the walls. His uncle, a seasoned construction professional, sat at the dining table, eating some popiah. Javier took a sea next to him, flipping open his notebook.

With over fifteen years in the construction industry, his uncle had overseen MEP installations in countless commercial high-rise projects, specialising mainly in HVAC systems. He spoke about the complexity of integrating mechanical, electrical, and plumbing systems in tight spaces, the constant coordination required, and the reality of working under strict deadlines. Design clashes, late modifications, and logistical challenges in urban settings made each project an intricate puzzle. Javier noticed how many issues stemmed from designs that didn’t align with construction realities.

Some architects and engineers created layouts that were difficult to execute on-site, forcing them to perform last-minute adjustments. When contractors and designers collaborated early, problems could be avoided. A past project came to mind; a HVAC system originally designed with traditional ducts didn’t fit due to ceiling constraints. By switching to flat oval ducts, the team avoided costly delays.

Advancements in BIM technology had improved planning, reducing errors before construction even began. Prefabrication streamlined installation, and energy-efficient systems helped meet sustainability goals. His uncle emphasized the need for designers to spend time on-site, understanding how their plans translated into actual construction.

“One last question. Do you have any advice for those who want to become MEP designers?” Javier probed. Javier’s uncle gave him a knowing glance. “Well, I’ve you this before. My advice would be to spend time on construction sites to understand how designs are implemented in the real world. This hands-on experience will help you create designs that are not only innovative but also practical and constructible. Always consider the end-user and the contractor your designs should be functional, efficient, and easy to build.”

Javier glanced around at his relatives still celebrating the holiday. This was a rare moment of quiet amidst the festivities, but the lesson was clear, design wasn’t just about innovation; it was about making things practical for the people who had to build and maintain them.

He closed his notebook, sitting in silence for a moment. It was a strange feeling, he had always seen design as an intellectual challenge, a puzzle to be solved with precision and technical skill. But now, he saw that real excellence in design came from understanding the people who worked with it long after the blueprints were finalized.

Before wrapping up, Javier took out his phone. "We need a photo for proof," he said. The shutter clicked, capturing a moment of both family and professional insight, one that would shape Javier’s approach to design in ways he hadn’t expected.

CHAPTER 12: HITTING HOME

Johnathon sat across from his father in their cozily decorated living room, the steady whir of the ceiling fan keeping the air cool. In the background, the faint hum of their air purifier buzzed softly, a sound that had always reminded him of the systems his father managed every day. As a facility management specialist, his father was responsible for the mechanical, electrical, and plumbing (MEP) systems at a sprawling waste management facility. It was a job that demanded constant attention, quick thinking, and a knack for solving problems on the fly.

Waste processing plants were unlike most other facilities. They never stopped. While office buildings and malls had predictable hours of operation, these plants ran around the clock, with heavy machinery grinding away nonstop. The sheer scale of it all put enormous strain on the MEP systems. Efficiency and reliability weren’t just goals they were necessities. A single failure in ventilation, power supply, or wastewater treatment could bring everything to a standstill, leading to environmental violations and hefty financial penalties.

From an operational standpoint, the ideal MEP system had to be tough, energy-efficient, and easy to maintain. But waste facilities came with their own set of challenges. Corrosion from harsh chemicals, clogged pipes, and the never-ending battle against foul odours were just part of the job. Modern solutions like smart ventilation, high-efficiency motors, and wastewater recycling had become critical. Yet even the most advanced designs could fall short if they didn’t account for the realities of long-term use.

Johnathon listened intently as his father shared stories from the field. He talked about access panels tucked away in hard-to-reach spots, making simple repairs a headache. Electrical systems without backup power that risked shutting down the entire plant. Air filtration units designed for office buildings that couldn’t handle the gritty, demanding environment of a waste facility. Too often, designers underestimated how much wear and tear the equipment would endure.

The key to a successful MEP system, his father explained, was collaboration. When facility managers were brought into the design process early, they could spot potential maintenance issues before they became expensive problems. For example, his father’s facility had recently upgraded to modular air filtration units. Each unit could be serviced individually, so the whole system didn’t need to shut down for maintenance. On the flip side, he described an older facility with an underground wastewater pipeline that required digging up the entire site for repairs a costly mistake that could have been avoided with better planning.

As his father explained the importance of collaboration, Johnathon’s thoughts drifted to his own group. He often was too afraid to speak up, often letting others take charge even when he had valuable information that could benefit the outcome. His father’s words made it clear to him that problems are usually resolved easily if people spoke up during the designing process. Maybe that was something that he had to do too.

As Johnathon scribbled down notes, he couldn’t help but think about how often designers focused on making systems sleek and efficient without considering the practicalities of keeping them running for decades. His father’s stories drove home the point that good design wasn’t just about innovation it was about creating systems that could stand the test of time.

He took a deep breath and made a promise to himself. The next time he had an idea, he would speak up. He didn’t want any problems to be because he did not speak up when he had the chance to anymore.

“One last thing, Pa,” Johnathon said, pulling out his phone. “I need a picture for my group project.”

CHAPTER 13: A SHIFT IN PERSPECTIVE

Yi Zhe sat at his desk, staring at the flood of notes, voice recordings, and interview transcripts his groupmates had sent him. His laptop screen was cluttered with open tabs articles on MEP system efficiency, reports on sustainable design, and scattered PDFs that Javier had dumped into their shared folder. A deep sigh escaped his lips as he leaned back in his chair.

For the past two weeks, each of his groupmates had gone out and spoken to industry professionals facility managers, contractors, and engineers. They had returned with an overwhelming amount of insight, perspectives that Yi Zhe had never once considered before. As he sifted through the information, something became increasingly clear: he had been looking at design in the simplest, most self-centred way possible.

In his mind, design had always been about the aesthetics, about precision and structure. It was about getting things right, making them look impressive on paper. But here, in the real world, design wasn’t about that at all.

Sure, it was about the aesthetic. But it was about usability. It was about maintenance. It was about the people who had to work with these systems for decades after they were implemented. He went through Irfan and Htet’s interview notes.

“A lot of people think design is about innovation, but honestly? The best design is the one you don’t have to think about. It works seamlessly, it doesn’t break down easily, and if it does, fixing it should be straightforward. Too many designers ignore that last part.”

He pulled up Javier’s notes from his call with his polytechnic friend.

“MEP systems should strike a balance between efficiency and maintenance. If you overdesign, it’s a nightmare to manage. If you under-design, it fails too quickly. Most designers don’t think about the guy who has to repair their work five years down the line.”

Yi Zhe sat there, absorbing it all. For so long, he had thought of himself as inadequate in the world of design, struggling to keep up with his peers who seemed effortlessly creative. But maybe his problem wasn’t a lack of creativity maybe it was his perspective. He had spent so much time feeling inferior to others that he had never actually taken a step back to understand the true nature of the work.

His professor’s words from their earlier consultation echoed in his head: “You’re too stuck on what the product is going to look like to enjoy the entire journey.”

Yi Zhe groaned. He had spent years believing that design was about proving himself, about making up for what he thought he lacked. But that was never what design was meant to be. It wasn’t a tool for self-validation; it was a tool for problem-solving.

He exhaled sharply and began typing, his fingers moving with more purpose than before. This report wasn’t just a compilation of findings anymore it was his moment of clarity, a chance to finally see beyond himself. For the first time in a long while, Yi Zhe felt the weight of his selfdoubt start to lift. He wasn’t just learning to be a better designer. He was learning to be a different person entirely.

CHAPTER 14: A NEW PURPOSE

The group reconvened after their interviews, their minds brimming with newfound knowledge and a clearer sense of purpose. For the past two weeks, they had not only conducted their interviews but had also immersed themselves in the Singapore Standards and building codes that governed MEP design. What once seemed like arbitrary rules now made sense they weren’t just regulations, but guidelines meant to ensure safety, efficiency, and longevity.

This time, when they approached their designs, they did so with intention. They didn’t simply place HVAC ducts and plumbing lines where they fit; they identified the specific problems each system needed to address. Javier, usually focused on technical perfection, made sure accessibility and long-term maintenance were considered. Irfan, once hesitant, led the charge in ensuring compliance with sustainability standards. Johnathon, who had been too quiet before, confidently pointed out areas where functionality could be improved. Htet provided the flexibility needed to adapt ideas, while Yi Zhe took on the role of ensuring coherence in their work.

By the time they finalized their revised designs, they felt a sense of accomplishment unlike anything they had experienced before. This wasn’t just another project it was a testament to how far they had come. When they presented their work to Professor Moshood, however, reality struck once again.

Professor Moshood carefully examined their designs, nodding at certain elements but furrowing his brows at others. When he finally spoke, it wasn’t with the harshness they once feared, but with a tone of measured critique.

“This is a strong improvement,” he said. “You’ve clearly put in the effort to understand the reasoning behind your choices.” He then gestured at one of their layouts. “But I see here that you plan to do away with the low-level water tank and direct water to the lower floors directly from the PUB main, is that right?”

Javier straightened in his seat. “Yes, I asked my uncle, and he said that it was standard practice.” “Good,” Professor Moshood nodded. “But have you considered the possible disadvantages of sourcing directly from PUB (Public Utilities Board)? Did you consider what would happen if PUB were to have some freak accident? What then?”

The group exchanged glances. They had not considered their design to that extent. Professor Moshood continued, pointing out the potential risks and overlooked details in their plans. “I am not telling you that this is the wrong way to do it. I just want you to be able to justify your designs with something more than ‘oh it has been done before’”. His critiques were sharp, but instead of discouragement, the group took them in stride. They no longer saw his feedback as a judgment of their abilities, but rather as an opportunity to refine their work further.

By the time the session ended, they had a clearer vision of what still needed improvement. As they left the consultation, Yi Zhe looked around at his team, noting how different they all seemed. They weren’t just students trying to finish a project anymore. They had transformed into a team of designers who understood that growth came from challenges not from avoiding them, but from tackling them head-on.

For the first time, they weren’t just hoping to impress Professor Moshood.

They were striving to be better designers.

CHAPTER 15: THE ROAD AHEAD

It’s been six weeks since Professor Moshood’s module began, and in that short time, Yi Zhe and his group have gone through a transformation none of them saw coming. What started as just another project something they approached with the usual mix of nerves and detachment turned into a defining moment for their academic and personal growth.

Yi Zhe, who had always wrestled with self-doubt about his place in design, finally found some clarity. The module pushed him to face his insecurities head-on and rethink what it meant to be a designer. He used to think success in design was all about natural talent, but after weeks of research, interviews, and Professor Moshood’s tough critiques, he realized it was really about solving realworld problems. Now, he’s determined to focus on human-cantered design and is actively looking for internships in sustainable building solutions.

Javier, the group’s technical whiz, had always been confident in his ability to master any technical tool. But this project humbled him. He realized that technical perfection wasn’t enough practicality and long-term usability mattered just as much. Conversations with industry professionals, including his uncle and Ding Zu, opened his eyes to this. Moving forward, he wants to work on projects that balance efficiency with user needs, making sure his designs are both functional and sustainable.

Irfan, the group’s overthinker, had always been paralyzed by the fear of making mistakes. But the module taught him a valuable lesson: in the real world, there’s no such thing as a perfect solution only solutions that work well enough to last. This realization inspired him to take a more proactive approach in his studies and career. He’s now planning to dive deeper into sustainability in MEP systems and is even considering specializing in green building initiatives.

Htet, the group’s flexible thinker, had always been adaptable but never quite sure where he fit. Working on this project, though, helped him see where his strengths could shine. His knack for finding creative solutions and synthesizing different viewpoints became a huge asset. Now, with a clearer sense of direction, he’s thinking about exploring project management roles, where his ability to balance ideas and personalities could really make a difference.

Johnathon, the quiet one, learned the importance of speaking up. A conversation with his father hit home: good ideas don’t mean much if they’re never shared. At first, he hesitated to contribute, but as the weeks went on, he found his voice and realized his input mattered. Going forward, he’s committed to working on his communication skills, making sure he never lets valuable insights go unheard again.

As they hit the midpoint of the semester, the group looks ahead to the remaining weeks with a newfound confidence. There’s still a lot to learn, challenges to face, and a final submission to prepare, but they no longer see themselves as just a group of students trying to get through an assignment. They’re a team, ready to tackle the rest of the module with a clearer vision and a shared commitment to growing as designers and professionals.

The road ahead is still uncertain, but they’ve got the mindset and tools to navigate it. And as they keep working together, they know this experience will shape the designers and the people they’re striving to become.

-The End-

IMPACT OF THE LEARNING JOURNEY ON STUDENTS’ DESIGN SUBMISSIONS

The module learning journey is an artefact designed through a practice-based form of research. This research is guided by a question on how the artefact can be designed to possess specific attributes that help break the cognitive barriers hindering the cognitive abilities needed by students enrolled in the module to design Mechanical, Electrical, and Plumbing systems for a high-rise building in Singapore in a sustainable manner.

The design submissions by the student authors may be accessed through this link (Design Submissions) Through interviews with industry professionals, students found that early-stage coordination between structural and MEP design teams was often critical to successful high-rise projects. Interviewees highlighted that spatial conflicts between MEP services and structural elements were a recurrent issue, typically due to insufficient integration during the design phase. Professionals also stressed the increasing importance of sustainability considerations, such as energy efficiency, water conservation, and smart monitoring systems, which must be incorporated into MEP designs to comply with Singapore's Green Mark standards.

From field investigations of high-rise buildings, students observed that MEP system accessibility for maintenance was often overlooked during design, resulting in difficult maintenance practices and higher lifecycle costs. They documented examples where congested mechanical rooms and poorly placed service panels limited access, contradicting best practices emphasised in codes. Students also noted that fire protection systems, particularly sprinkler layouts and pressurisation

of escape staircases, were key focus areas in high-rise MEP design to meet SCDF (Singapore Civil Defence Force) regulations.

Their study of relevant Singapore codes and standards, including but not limited to the Code of Practice for Fire Precautions in Buildings (Fire Code), SS 553: Code of Practice for Airconditioning and Mechanical Ventilation in Buildings, the Public Utilities Board (PUB) Code of Practice on Sewerage and Sanitary Works, the Code of Practice on Water Services, and the SS 638: Code of Practice for Electrical Installations, helped students understand the mandatory requirements governing MEP designs. They realised that compliance alone was not sufficient; good design practice demanded balancing code compliance with operational efficiency and enduser experience.

Throughout this process, the students’ interactions with their professor (the module instructor) in the design studio provided them with foundational knowledge, mental models, and the curiosity necessary to ask the right questions that enhanced their cognitive abilities specifically, critical and reflective thinking, abstract reasoning, logical deduction, and creative imagination. These cognitive abilities deepened their understanding of how to design MEP systems with the necessary quantity, quality, and safety performance to meet stakeholder needs, particularly those of building occupants.

Informed by this deeper understanding, students recognised the importance of enhancing occupant comfort, convenience, and awareness (cognitive ability enhancement), while also ensuring the prudent use of invested resources, including expenditure, time, and the comfort, convenience, and cognitive loads borne by stakeholders. This holistic perspective shaped their design approach, aligning it not only with technical and regulatory standards but also with the broader goal of delivering greater value to building users through thoughtful and sustainable MEP system design.

The works presented in this paper are examples of submissions by students who embarked on the learning journey. Samples of reflections from students who participated in the design module learning journey can be found in the Appendix section.

ACKNOWLEDGEMENTS

The support of the interviewees in facilitating the case study presented in this paper is gratefully acknowledged. The support of the Singapore Institute of Technology in providing a conducive environment for applied learning, which motivated this practice-based research, is also sincerely appreciated.

APPENDIX: Students’ reflections

Samples of reflection reports from students who participated in the learning journey, including but not limited to this paper’s authors.

Sample 1

“SBE3119 - BIM for MEP Design Studio was designed with a clear purpose: to instill in students the necessary knowledge for MEP Design while fostering independence and self-reliance necessary for success in professional settings. The module's structure recognized that during future internships and professional roles, we might often find ourselves without immediate guidance, requiring us to develop robust research and problem-solving capabilities. Through various parts of the module such as doing interviews, design work, field investigations, and group discussions, we were able to address complex challenges pertaining to MEP design.

Throughout this learning journey, I have observed significant development in my cognitive abilities, particularly in critical thinking. The module has managed to enhance my capacity to formulate meaningful questions, continuously evaluate my designs and research, as well as to critically assess the viability of my solutions.

The interviewing process proved invaluable in helping my group to understand the complexities of MEP systems. As the person responsible for the electrical system design for our proposed highrise residential building, I found this experience particularly enlightening. The interior designer we interviewed, who possessed extensive experience in MEP design, provided comprehensive answers to all our questions. When I inquired about how to start with determining the number of lamps needed for space, he guided me to begin with calculations for lighting loads, explaining how factors like room dimensions, purpose, and ambient light requirements influence the design.

This practical insight was something I couldn't have easily obtained from online sources alone. The preparation for the interview was equally beneficial drafting questions beforehand forced me to think more deeply about my electrical design, such as figuring out which areas of electrical system design, I really need help with. I had to consider potential challenges, regulatory requirements, and practical constraints that might affect my design decisions. This preparation process enhanced my analytical skills and helped me approach the design with greater clarity and purpose.

Visiting the interviewee's office also provided me with a hands-on learning experience that significantly enhanced my understanding of MEP systems. Being able to access ceiling panels and directly observe the installed systems hidden by the false ceiling offered a perspective that diagrams and theoretical explanations simply cannot match. Seeing the actual placement of wirings, and how they integrate with other building systems gave me a clearer picture of what I was designing.

This first-hand experience made me realize the importance of practical, experiential learning in our field of engineering. While diagrams and theoretical knowledge are important, they are unable to convey the spatial relationships and practical considerations that become immediately apparent when examining real systems. I believe the hands-on experiences have greatly benefited students like me who learn better through direct engagement rather than staring at diagrams and reading through thousands of codes and regulations.

However, this module presented significant challenges as I started with virtually no knowledge of electrical design and compliance requirements. The need to research independently was initially overwhelming as I struggled to identify reliable sources and understand technical specifications. However, I soon realized that this struggle mirrors the realities of professional life, where being spoon-fed information is rarely an option.

This experience prompted me to reevaluate my researching method in order to become a more effective independent learner. I began by seeking diverse resources to cross-verify information. I also learned to distinguish between essential and supplementary information, which helped me manage the vast amount of material I needed to process. Developing these independent learning skills will undoubtedly serve me well in my future career, reducing my reliance on others when working on complex projects and enabling me to contribute more meaningfully to team efforts.

The group discussions with Professor Moshood were particularly enlightening. Despite my focus on electrical design, these sessions exposed me to other MEP disciplines through my groupmates' work on HVAC, sanitary, plumbing, and fire protection services. This broader exposure enhanced my understanding of how different building systems interact and depend on each other.

During these discussions, I found myself not only learning from others but also critically evaluating their approaches and solutions. I would mentally question whether their designs were optimal or if alternative approaches might yield better results. This process of evaluating others' work strengthened my analytical skills and broadened my perspective beyond my specific area of responsibility. In hindsight, I feel I could have done better by becoming more prepared by coming up with possible defenses to my design. This way, I would have further enhanced my critical thinking skills.

Throughout this module, I have developed several useful skills that will serve me well in my academic and professional future. My critical thinking skills have been enhanced through the process of designing, questioning, and evaluating both my work and that of others. The research requirements have improved my abstract reasoning abilities, allowing me to connect theoretical concepts with practical applications. The need to comply with regulations while creating functional designs has strengthened my logical deduction skills, while the creative challenges of electrical system design have nurtured my imaginative thinking. All in all, I felt the module has started to prepare me to undertake the rigour of a life of an engineer.”

Sample 2

“Throughout this module, I was tasked with designing the plumbing and sanitary system in Revit, which required me to research various codes and regulations. This journey significantly enhanced my cognitive abilities, including critical and reflective thinking, abstract reasoning, logical deduction, and creative imagination.

One of the most impactful experiences was conducting interviews. As an introvert, this process pushed me out of my comfort zone, requiring me to reach out to contacts and professionals in the field. The insights gained from these interviews broadened my perspective on plumbing and sanitary design. I became more critical of my submissions and learned how to navigate relevant codes such as Singapore Standards 636 (SS 636) and the Code of Practice on Sewage and Sanitary Works (COPSSW).

This experience guided me in designing a logical and compliant plumbing and sanitary system, strengthening my ability to critically evaluate and apply regulations. Additionally, learning from professionals in the field helped me appreciate the importance of practical experience alongside theoretical knowledge. The process also improved my communication skills, as I had to formulate precise questions and actively listen to the responses to extract useful information.

Story writing was another crucial aspect of my learning. It allowed me to consolidate knowledge from interviews, site visits, and discussions, making my learning journey more structured and reflective. By articulating my experiences, I internalized the lessons from the project, making them more memorable. This reflective process reinforced my understanding of the MEP systems and improved my ability to connect theoretical knowledge with practical applications. The act of writing encouraged me to think deeply about my experiences and provided a structured way to analyze the challenges I faced during the project. It also helped me track my progress over time and recognize how my thinking evolved throughout the module.

Design and oral presentation submissions played a vital role in my cognitive development. Preparing for these submissions made me "own" my work, instilling a sense of responsibility and professionalism. It was a valuable exercise in preparing for real-world work experiences, as I had to ensure my design was not only technically sound but also presentable and justifiable. This aspect of the module enhanced my logical reasoning skills, as I had to defend my design choices with proper justification. The process of preparing for a presentation also improved my ability to communicate complex technical information clearly and concisely. Learning how to explain my design decisions to an audience helped me refine my critical thinking skills and boosted my confidence in speaking publicly.

Field investigations provided real-world examples of MEP systems, allowing me to appreciate the functionality of everyday infrastructure that I previously took for granted. Observing actual plumbing, sanitary, electrical, HVAC, and fire protection systems in operation helped bridge the gap between theoretical knowledge and practical implementation. This experience enhanced my abstract reasoning skills by allowing me to visualize how different MEP components interact within a built environment. Seeing the systems in action also gave me a deeper appreciation for

the engineering behind them. It highlighted the importance of proper design, installation, and maintenance to ensure efficiency and safety. The experience of being on-site and analyzing existing installations helped me understand potential design challenges and how to work around them.

Self-directed learning was another essential part of my growth during this module. It encouraged me to take initiative in researching codes and regulations, ensuring that my design met industry standards. This autonomy in learning made me more proactive and familiarized me with critical industry guidelines, fostering a sense of self-reliance and adaptability. By independently exploring the codes, I learned how to interpret and apply them correctly, a crucial skill for any engineer. The process also instilled discipline and time management skills, as I had to plan my research efficiently while balancing other project responsibilities.

Finally, group discussions were instrumental in developing my collaborative skills. Coordinating with my teammates to prevent design clashes provided a realistic glimpse into working with professionals from different MEP disciplines. These discussions honed my problem-solving and logical deduction abilities, as we had to align our designs while considering constraints and regulations. Working with a team exposed me to different perspectives and solutions, enriching my own understanding. It also reinforced the importance of teamwork in engineering projects, as no single system functions in isolation. The ability to communicate effectively with teammates and resolve conflicts was an invaluable experience that I will carry into my future career.

In conclusion, this module provided a holistic learning experience that significantly enhanced my cognitive abilities. Through interviews, story writing, design submissions, field investigations, self-directed learning, and group discussions, I developed critical thinking, logical reasoning, and reflective analysis skills. This journey not only deepened my technical knowledge but also prepared me for future professional challenges in the MEP industry. The experience of working on a real-world project, engaging with professionals, and collaborating with peers has equipped me with skills that will be essential in my future career. I have gained a newfound appreciation for the complexities of MEP design and feel more confident in my ability to contribute effectively to engineering projects.”

Sample 3

“When Professor Moshood uploaded the ﬁrst week's slides on xSite, I felt nervous. I hadn't used Revit for a year, and I worried this module would require immediate software expertise. Still, I went to the ﬁrst class with an open mind as Prof Moshood introduced design basics and cognitive thinking.

My anxiety subsided when he said, "We won't be touching Revit till after recess week." This surprised me and raised questions: How would we learn Revit in just seven weeks? What would we do during the ﬁrst half?

These questions were answered when Prof Moshood challenged us with thought- provoking questions: What's the real purpose of MEP systems? Why do we follow standards set by different authorities? Are we blindly following these standards just so residents can use their electrical equipment, or is there deeper reasoning behind ﬁre safety measures?

I realized then that the ﬁrst half of the module wasn't just about designing MEP systems for our assigned apartment it was about questioning the reasoning behind standards and understanding why we follow them. This shifted my thinking from simply following procedures to critically analyzing industry practices.

Our group distributed MEP responsibilities, and I was assigned the fire protection system. Like everyone else, I started by reading through Singapore's fire codes on the SCDF website. There were so many guidelines and standards that I felt overwhelmed. Instead of getting stuck, I took a different approach. Though Prof Moshood told us not to use Revit yet, I used it to do a first-person walkthrough from a resident's perspective.

This helped me consider practical questions: Is a sprinkler appropriate in rooms full of electrical equipment? Would it be better to put sprinklers outside doorways to prevent ﬁre spread between units?

This approach helped me understand which standards were most relevant to my design. I started sketching on my iPad, planning placements for sprinklers, ﬁre extinguishers, detectors, hose reels, and wet rising landing valves. I followed guidelines while trying to solve problems creatively, often discussing ideas with classmates working on similar systems. By sharing our ﬁndings, we created a learning community that improved our understanding beyond what we could achieve individually.

A significant challenge arose when I questioned whether the fire protection tank could share the same water source as the plumbing system. When we couldn't find a clear answer in the standards, I contacted Shawn Kohn, my mentor from the SIT Alumni Mentoring program who works as an Assistant Manager at JTC. He explained that fire water tanks can't connect with plumbing and sanitary tanks because of potential cross- contamination. This showed me how classroom knowledge sometimes needs to be supplemented with industry expertise.

With two weeks before recess, I had completed my fire protection design and felt confident about my justifications. Looking ahead to the Revit phase, I realized I needed a way to transfer my designs efficiently. I used AutoCAD to position sprinklers according to standard distances on the floor plan, creating files I could later export to Revit. This forward planning saved time during implementation and demonstrated my improved logical thinking.

Because I ﬁnished my Revit work early, I was able to help my teammates with our ﬁnal presentation. Having a computer that could handle the software, I researched ways to create an effective walkthrough. We decided to showcase individual MEP systems before combining them with the architectural model, allowing viewers to see how the building came together rather than just presenting a completed design.

This module has changed how I think about MEP design. Instead of seeing it as just following rules, I now understand it as a thoughtful process that requires understanding the reasoning behind standards. My critical thinking has improved as I've moved from uncertainty to creative problemsolving, from theoretical understanding to practical implementation. I've developed my ability to imagine user experiences, think logically about workﬂows, interpret regulations, and ﬁnd creative solutions to complex problems.

Most importantly, I've learned that good design isn't about blindly following standards it's about understanding why those standards exist and applying them thoughtfully to create systems that serve people's needs while ensuring safety and functionality. This module taught me to think outside the box when solving problems rather than just following standards blindly.”

Sample 4

“Throughout the extent of this module, there were certainly many questions and concerns that worried me. Internal dialogues, raising voices in my head whether I was doing things the proper way. I was tasked with the air conditioning and mechanical systems for the group, a crucial component in MEP building design, one that always brings about comfort and nostalgia. The freezing, cold air that breezed past my skin whenever I sought for relief within shopping malls and the bus interchanges in the hot & humid tropics of Singapore. Now, fast-forward a decade later, I can recreate that experience for the occupants of this project.

Designing the mechanical systems was no easy job, as engineers, it is imperative that the solution is only presented after many reiterations, with countless of hours and days spent on perfecting the creation. The thinking processes involved factors such as design capacity, advantages & disadvantages of each mechanical equipment, the intention of the design translated to meet the occupant’s needs, and meeting local standards together with standardised building codes.

Admittedly, I did go through many challenges as there was an overload of circumstances hindering my thought process, I could only be guided in the direction after Professor Moshood’s insight with the questions, and to seek my own solutions. This was an eye-opening experience, as students, we expect there to be answers, spoon-fed what we want from others. However, I realised that this is a representation of the real world that awaits during internship and in the workplace. Most, if not all the time, an outcome is expected and carried out by a certain deadline. I must first realise what goals I need to achieve to reach that outcome. And I brought that to SBE3119.

The purpose of the project is multifaceted, combining sustainability design principles together with a functional building services system, constantly engaging the cognitive ability within. The standards in place that were used to facilitate this process included Singapore Standards 553 & 554, detailing HVAC (Heating, Ventilation, Air Conditioning) and Indoor Air Quality requirements respectively.

Other codes included SCDF’s fire codes in designing exhaust systems, and finally the installation manuals for all selected mechanical equipment. To address the sustainable design aspect, it must incorporate both environmentally conscious and viable evidence of its effectiveness. This can come from the efficiency in terms of power usage, reduced greenhouse gas emissions, and longterm benefits for the occupants.

My designs mainly focused on the operability and autonomy that the occupants will have within their spaces, whilst ensuring that they still have flexibility. An example would be the use of 5 wall mounted units attached to a singular outdoor unit of the 2 bedder. The same refrigerant piping can still be used even if the occupant would prefer other design changes such as replacing it with cassettes. Traditional ducting mechanisms would only infringe on their unit’s precious space, with large ducts obtrusions in their house potentially disrupting their peace of mind.

Others, such as the moist air ventilation, basement ventilation, and gym mechanical systems took on a more conventional approach. Equipping the knowledge of the acquired building standards would necessitate caution in building design.

Overall, I believe that this module has provided me with the necessary rationale I need to progress, such as the ability of deduction, layered thinking, and imaginative exploration. With a newfound arsenal, I aim to maintain the insight and innovation this module has taught me and bring it towards new challenges that await.”

Sample 5

“The learning journey through this module was a needed experience, Professor Moshood has taught me many valuable skills and experiences I will need. These skills will prove to be essential throughout my future stages of life, especially the working world. This module had many different elements and works to hone our necessity skills, often not used or developed further. With the submissions ranging from technical learning, creative and design and bridging the gap between theoretical and practical knowledge and knowhow, it has guided me to improve my critical thinking, logical deduction and social skills.

Firstly, the weekly design submission of our project’s MEP systems. I , along with many of my classmates, had struggled with developing the design while still needing to adhere to many Singapore codes for our respective system and juggling our other modules’ requirements. Perfecting our systems, ensuring it worked efficiently and taking into consideration the safety and quality of the overall design. We were told to present our creation as if we were industry experts and he would be assessing our design the same way.

Presenting and explaining our design to Professor Moshood was tough. There were many things to go through in the designs and many unknowns in a time crunch. So many of us had questions and only a few minutes to clarify. Just like many of the students, I was worried and stressed that my design was not going to be up to standards. Thankfully, Professor Moshood was understanding and told us that the important lesson at the end of the day other than critical thinking was the continuous progression. This gave me the motivation to persevere on.

I was in charge of creating the pool system and the basement ventilation for the building. I had to take into account the functionality of my design and critically analyse how MEP systems function in real life. What helped me was imagining my systems functionality and picturing it in real life and reviewing it at every step. How would the residents feel? What about the facility managers? The technicians? The MEP construction workers? Instead of merely accepting information at face value from the Singapore standards, I had to reflect on why certain design choices were made, how they influenced building performance and what improvements could be proposed.

Additionally, rather than viewing MEP as a set of independent systems, I learned to see them as an interconnected network that influences the comfort, safety and functionality of a building. This shift in perspective allowed me to deduce logical relationships between various components such as how improper ventilation could lead to mould growth or how poor maintenance could accelerate structural deterioration. This module has helped me refine my skills to think through complex systems in a comprehensive manner rather than in separating them.

Another eye-opening experience was the interview process of different industry professionals. Engaging with professionals in the facility management industry forced me to think beyond textbook knowledge and critically analyze how MEP systems function in maintenance scenarios and what happens beyond the construction stage. The insights gained from these interviews challenged my initial understanding and designing considerations of the systems and pushed me to think more deeply about behind the scenes of what every different professional goes through whether it be on long-term maintenance, construction and practical design concerns.

The non-fiction storytelling and oral presentation presented me the opportunity to express my creativity to tell MEP concepts into a compelling narrative to think on methods to communicate effectively and make information engaging. Allowing me to think outside the box and explore unconventional ways to approach design, problem solving and storytelling skills

Group discussions and work were another interesting experience. It played a crucial role in expanding my thought process, as my members introduced me to different perspectives, new problem-solving approaches and new interpretations of technical challenges. My group mates all came from different backgrounds with their own expertise and experiences. With each member willingness to help out another troubled team member or just to offer support was one of the reasons I persevered and continued to strive for the best, not just to challenge myself but for the sake of the overall group. Knowing we all put our best foot forward in this project.

In conclusion, this module has reinforced the idea that understanding is the foundation of innovation and that creative solutions stem from a solid grasp of both theoretical and practical knowledge. Moving forward, I believe the skills gained from logical deduction to abstract reasoning and creative thinking will not only help my academic growth but also prepare me for future challenges in life.”