Fostering innovation through bio-inspired projects in engineering design education

AbstractThis paper discusses the C-K theory approach and developing templates for student's use in design courses, specifically for the conceptual design phase. Examples of C-K templates are reviewed to demonstrate the process leading to a design solution. Analysis of student's work using these templates are presented and discussed with respect to design learning attributes and design innovation during the conceptual design. Student reflections from their final design reports indicated that students did develop knowledge and skills in bio-inspired design, collaboration, and interdisciplinary mindsets.