Biologically-inspired design is an emerging field with considerable potential to provide innovative solutions to a variety of problems in human design and engineering. Biologists and engineers each face the problem of identifying design criteria, yet each discipline approaches design from a unique perspective. Through the adoption of a common language and a merging of perspectives, students exemplify the interdisciplinary process in overcoming the barriers that often inhibit true multidisciplinary collaborations. Through problem solving exercises, they learn how to use the design process to create biologically-based systems or prototypes that solve specific engineering problems and test hypothesized functions of biological properties. Employing classroom observations, in situ cognitive studies, experiments conducted in class, and detailed analysis of student design products, this project is focusing on five learning objectives: (1) novel techniques for creative design, (2) interdisciplinary communication skills, (3) knowledge about domains outside students' core training, (4) a uniquely interdisciplinary design process, and (5) techniques for applying existing technical knowledge to a new discipline. By treating nature as a respected mentor, a greater appreciation for the information found in natural systems promotes conservation and sustainability efforts to preserve biodiversity. Biologically inspired designs are efficient solutions to real-world problems.
This project is also establishing assessment metrics to measure design education outcomes, and to empirically validate the degree of success of the BID education platform. This is being undertaken through evaluations of the project's key themes: creativity, communication, cross-domain knowledge transfer, and design skills. The evaluation work is also assessing student differences as functions of their backgrounds and, for group projects, as a function of the diversity of backgrounds.
We developed pedagogical methods for teaching the interdisciplinary subject of bio inspired design to enable engineers, designers and biologists to collaborate in developing novel technologies based on biological principles. Teaching interdisciplinary material requires understanding of content from different domains, the ability to communicate across disciplines using a common language, and understanding the strengths and weaknesses of each knowledge area. It is thus a challenging way to both teach and learn, but it is critically important given difficult problems often require interdisciplinary teams. We identified critical subject knowledge in biology, engineering and design, critical communication and problem identification skills, and specific design techniques to facilitate cross-disciplinary knowledge transfer. These techniques were grounded in design theory and cognitive theories of creativity. Three design frameworks were adapted for the translation process of biology to design. One tool was developed using examples from biology based functional decompositions of natural systems, coupling these analyses with problem decompositions of technologies. The second tool was adopted from the classic engineering design text of Pahl and Beitz: the morphological matrix. The third design process was developed from the cognitive literature on analogical reasoning [Goel et al.] that has been used as a basis for creative problem solving. We developed visualization tools and activities for each of these tools. We developed a rubric, based on an assignment sequence that uses inquiry based learning for developing student skills. The rubric assesses student performance in the areas defined above (disciplinary knowledge, problem identification/solving, and interdisciplinary critical awareness and communication). We know surprisingly little about how to assess instruction oriented towards facilitating their development, despite multiple calls within science and engineering education to teach students interdisciplinary content and practices. Our results indicate that students’ written assignments can be used to measure interdisciplinary learning in a reliable manner, even when grading is performed by a team of teachers from widely different disciplines. The course construction, essential exercises, assessment of student performance and analysis of the cognitive basis of biological design have been presented in a series of publications and presentations to the general public as well as academic and professional groups. In addition to the focal course material described above, we have developed other tools for teaching biologically inspired design. These include a search engine to enable non-biologists to find appropriate model systems, a digital library of case studies that is specifically formatted (using structure-behavior-function formulations) in a way that facilitates transfer of biological knowledge to engineers, as well as a design engine that guides students systematically through the process of decomposing a biological system into functions. Such decompositions are essential to identify the aspects of complex systems (e.g. an organism) that could be adapted for use in other complex systems (an engineered device). We have institutionalized BID in several ways. First, we developed several course modules (1-3 lecture) that use BID to each subject matter in specific courses such as chemistry, material design, and sustainable engineering. We developed an interdisciplinary certificate program in BID, housed in biology, but which is available for all students. Certificates represent areas of concentration within a particular area, and is constructed so that participating student receive a strong background in BID, and can choose among a variety of classes (most in biology, with some in other disciplines such as biomedical engineering, and physics) that emphasize biological knowledge that is useful in a design and engineering context. The program started Fall 2014. Certificates are very popular since they are reflected in the student transcript, and often are used by students when seeking jobs. This program will encourage more engineers to delve into biology and more biologists to think about applying their biological knowledge as a career. We have received community support from the local bank [PNC] for our bio inspired approach to urban agriculture. We have received community support from the local branch of Kimberly Clark for bio inspired materials design. These efforts have allowed the academic community to link more often with the community of Atlanta and initiate industry partnerships. We have used our curricula to enhance STEM education in K12 curricula in several ways. We have taught several hundred high school students, and have helped a local school (The Lovett Academy) develop curricula in BID for middle school students. We have partnered with Georgia Tech’s Center for Education Integrating Science Math and Computing (CEISMC) to develop a BID curriculum using biologically inspired robots, which is being used in several Georgia K12 programs. These curricula are inquiry based and teach math, physics and biology as students design and build a simple robot that incorporates biomechanical principles in animals. We have developed and released an iPhone and iPad app that uses BID as a way to engage visitors at our local zoo.
