Full Content is available to subscribers

Subscribe/Learn More  >

Significance, Prevalence and Implications for Bio-Inspired Design Courses in the Undergraduate Engineering Curriculum

[+] Author Affiliations
Jacquelyn K. S. Nagel

James Madison University, Harrisonburg, VA

Ramana M. Pidaparti

University of Georgia, Athens, GA

Paper No. DETC2016-59661, pp. V003T04A009; 10 pages
  • ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 3: 18th International Conference on Advanced Vehicle Technologies; 13th International Conference on Design Education; 9th Frontiers in Biomedical Devices
  • Charlotte, North Carolina, USA, August 21–24, 2016
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-5013-8
  • Copyright © 2016 by ASME


Engineers in the 21st century can no longer isolate themselves and must be prepared to work across disciplinary, cultural, political, and economic boundaries to meet challenges facing the US and the world. Recently, a greater emphasis is being placed on understanding social, economic and environmental impacts of engineered solutions. 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 achieving this goal is through introducing bio-inspired design in the engineering curriculum. Bio-inspired design encourages learning from nature to generate innovative designs for man-made technical challenges that are more economic, efficient and sustainable than ones conceived entirely from first principles. This paper reviews the literature pertaining to current approaches to teaching bio-inspired design in and engineering curriculum curriculum at different institutions as well as the essential competencies of the 21st century engineering. At James Madison University a Concept-Knowledge Theory instructional approach was adopted for teaching sophomore engineering design students bio-inspired design to foster many of the 21st century competencies. A pilot study was conducted to demonstrate that the 21st century competencies can be targeted and achieved. The results of study are presented, and the significance and implications of teaching bio-inspired design in an engineering curriculum are discussed.

Copyright © 2016 by ASME



Interactive Graphics


Country-Specific Mortality and Growth Failure in Infancy and Yound Children and Association With Material Stature

Use interactive graphics and maps to view and sort country-specific infant and early dhildhood mortality and growth failure data and their association with maternal

Citing articles are presented as examples only. In non-demo SCM6 implementation, integration with CrossRef’s "Cited By" API will populate this tab (http://www.crossref.org/citedby.html).

Some tools below are only available to our subscribers or users with an online account.

Related Content

Customize your page view by dragging and repositioning the boxes below.

Related eBook Content
Topic Collections

Sorry! You do not have access to this content. For assistance or to subscribe, please contact us:

  • TELEPHONE: 1-800-843-2763 (Toll-free in the USA)
  • EMAIL: asmedigitalcollection@asme.org
Sign In