Teaching bioinspired design using C–K theory

Abstract

The engineer of 2020 is expected to not only offer technical ingenuity but also adapt to a continuously evolving environment while being able to operate outside the narrow limits of one discipline and be ethically grounded in solving the complex problems of the future. To address the competencies of the future engineer, undergraduate education must train students to not only solve engineering challenges that transcend disciplinary boundaries but also communicate, transfer knowledge and collaborate across technical and non-technical boundaries. One approach to training engineers in these competencies is teaching biomimicry or bioinspired design in an engineering curriculum, which offers relevance to professional practice as well as an effective hook to frame complex, cross-disciplinary problems. This research aims to address the need for undergraduate student training in multidisciplinary design innovation through the creation of instructional resources grounded in the concept–knowledge theory that scaffolds discovery and knowledge transfer processes such that natural designs can be used to inspire engineering solutions. Qualitative content analysis of second-year engineering student reflection statements shows that the instructional resources resulted in significant learning and engagement.