T3-A: C-K Theory-based Bio-inspired Projects in Sophomore Design Course
Location
Bill France A
Start Date
5-3-2018 3:45 PM
Description
Courses incorporating bio-inspired design into engineering curricula, might help students to think innovatively and from multidisciplinary perspectives. The Concept-Knowledge (C-K) Theory is a well-established approach for integrating multiple domains of information and facilitating innovation through connection building. Students learn about the two major paths to bio-inspired design (biology-driven and problem-driven), as well as how analogies are used to assist with transferring knowledge from biology to engineering. For the purposes of evaluating the benefits of using C-K theory and its application to bio-inspired design, students in sophomore engineering design were assigned a project that require them to develop a bio-inspired design using C-K theory. This paper reviews the C-K theory approach and its application to bio-inspired projects for college sophomore engineering students at the University of Georgia and James Madison University. The results of student projects and the impact on their knowledge and innovation in design activities are presented. Also, discussed are survey results of students’ perceptions towards adopting the C-K theory approach to design innovation during the conceptual phases of design.
T3-A: C-K Theory-based Bio-inspired Projects in Sophomore Design Course
Bill France A
Courses incorporating bio-inspired design into engineering curricula, might help students to think innovatively and from multidisciplinary perspectives. The Concept-Knowledge (C-K) Theory is a well-established approach for integrating multiple domains of information and facilitating innovation through connection building. Students learn about the two major paths to bio-inspired design (biology-driven and problem-driven), as well as how analogies are used to assist with transferring knowledge from biology to engineering. For the purposes of evaluating the benefits of using C-K theory and its application to bio-inspired design, students in sophomore engineering design were assigned a project that require them to develop a bio-inspired design using C-K theory. This paper reviews the C-K theory approach and its application to bio-inspired projects for college sophomore engineering students at the University of Georgia and James Madison University. The results of student projects and the impact on their knowledge and innovation in design activities are presented. Also, discussed are survey results of students’ perceptions towards adopting the C-K theory approach to design innovation during the conceptual phases of design.