Introduction:
Engineering curricula often introduce applied design experiences without clearly calibrating their intensity to students’ developmental stage within the program. This study examines how design integration can be scaffolded across curricular levels to progressively support conceptual transfer and system-level reasoning.

Methods:
Two Civil Engineering courses at different stages of the undergraduate program were analyzed. In a second–third year Fluid Mechanics course, students completed a structured design application accounting for 10% of the course grade, focused on applying hydrostatics, buoyancy, and kinematic principles within constrained parameters. In contrast, an upper-level Hydraulic Engineering course incorporated sustained weekly team-based design laboratories representing 30% of the course grade. These laboratories required iterative water distribution network modeling, open-ended decision making, and technical documentation. Instructional structure, assessment weighting, and qualitative student feedback were comparatively examined.

Results:
Findings suggest that limited, highly structured design components are effective in reinforcing targeted theory-to-application transfer at intermediate program levels. In contrast, higher-weighted, sustained design integration in advanced courses appears to promote greater autonomy, collaborative reasoning, and system-level synthesis. Student evaluations in the upper-level course emphasized appreciation for evolving laboratory challenges and authentic professional relevance.

Conclusions:
The results indicate that effective curriculum design may require progressive escalation of design intensity aligned with student maturity. Rather than uniformly increasing project weight across courses, scaffolded integration may better support cognitive development and engagement in higher education engineering programs.