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Constructing a Bridge to Biomimicry for Canadian Interior Beyond LEED®: Constructing a Bridge to Biomimicry for Canadian Interior Design Educators by Karen Cash A Thesis submitted to the Faculty of Graduate Studies The University of Manitoba In partial fulfilment of the requirements of the degree of MASTER OF INTERIOR DESIGN Department of Interior Design University of Manitoba Winnipeg, Manitoba Copyright ©2015 by Karen Cash ABSTRACT Interior designers require advanced sustainable strategies beyond the Leadership in Energy and Environmental Design (LEED) rating system to expand their ecological accountability. Biomimicry is a biology inspired design (BID) methodology that is integrating into U.S. interior design (ID) curricula. This thesis research aims to identify the extent to which biomimicry is taught in Canadian post-secondary ID programs. Through a mixed-methodology research design, this study explored the strategies and lessons learned from North America interior design educators teaching biomimicry. Integrating a science-based problem-solving methodology into design education requires a transition strategy that includes both high-tech and low-tech teaching tools. This study discusses avenues to heighten biomimicry awareness, for Canadian educators, and addresses the challenges that weaving a complex multidisciplinary topic into interior design pedagogy will bring. Future research regarding biomimicry applications from interior design learner and practitioner perspectives would complement this study, and inform bio-design curricula development. ii ACKNOWLEDGEMENTS Through my graduate thesis journey, I have been assisted by many, and I would like to take this opportunity to acknowledge and thank them. Review committee members: Dr. Shauna Mallory-Hill, Dr. Cynthia Karpan, and Professor Cindy Gilbert. I would as well, like to extend my gratitude to Professor Sarah Angne who provided me with constant encouragement. Academic Learning Centred: A special thanks to Kathy Block who was only ever an email away to assist me on my academic writing journey. As a 2014 recipient of a Teknion/Global (IDCG) Fellowship award, I would like to extend my appreciation to them for their financial support of post-professional student research concerning built interior environments. Their support of my research was validation that it was an important study to others beyond the four walls of my office. A very special thanks to Ann Callaghan, who convinced me (more than once) that there was light at the end of the thesis-redraft tunnel. And lastly, to Mogley (our Shetland Pony) who participated in our own Cardboard to Caviar Experiment, inspired by Michael Pawlyn. My shredded thesis redrafts will live on forever to nourish Mogley’s green pastures. iii DEDICATION This thesis is dedicated to my husband, Steve, who supported me with unwavering support, and was a pillar of patience on a not-so-smooth journey. Also remembered is my father (1923-2015) who did not live to see my thesis published, but who taught me that learning is a life long journey. iv TABLE OF CONTENTS ABSTRACT .................................................................................................................... ii ACKNOWLEDGEMENTS .............................................................................................. iii DEDICATION ................................................................................................................. iv TABLE OF CONTENTS .................................................................................................. v LIST OF FIGURES ....................................................................................................... vii LIST OF COPYRITED MATERIALS .............................................................................. ix 1.0 Introduction ......................................................................................................... 1 1.1 Problem Statement ............................................................................................ 6 1.2 The Purpose and Goals of this Study ................................................................. 8 1.3 Research Questions ........................................................................................... 9 1.4 Assumptions and Limitations ............................................................................ 11 1.5 Chapter Outline ................................................................................................ 12 2.0 Research Methods ............................................................................................ 14 2.1 Research Design .............................................................................................. 14 2.2 Literature Review ............................................................................................. 15 2.3 Surveys ............................................................................................................ 17 2.4 Precedent Study: Biology Inspired Curricula .................................................... 21 2.5 Research Data Analysis ................................................................................... 23 3.0 Literature Review Findings ............................................................................... 26 3.1 Nature as Model, Nature as Measure, Nature as Mentor ................................. 28 3.2 Exploring BID Strategies in Design Education ................................................. 48 3.3 Delivering ID Education .................................................................................... 56 3.4 Challenges to Teaching Biomimicry ................................................................. 70 3.5 Observations .................................................................................................... 77 4.0 Research Findings and Discussions ............................................................... 79 4.1 Questionnaire Survey ....................................................................................... 79 4.2 Semi-structured interview Survey ..................................................................... 92 4.3 Precedent Study: BID and Biomimicry Curricula ............................................ 101 4.4 The State of Biomimicry Education for ID Educators ..................................... 120 4.5 Biomimicry Education: The Roadblocks and the Gaps .................................. 128 4.6 Lessons Learned in Biomimicry Education .................................................... 131 5.0 Building a Bridge to Biomimicry for Canadian ID Educators ...................... 133 5.1 Getting Started ............................................................................................... 134 5.2 Integrating Biomimicry .................................................................................... 136 5.3 The Transition ................................................................................................ 139 5.4 Building Critical Mass ..................................................................................... 147 v 6.0 Final Summary, Recommendations and Conclusions ................................. 152 REFERENCES ............................................................................................................ 157 APPENDIX A .............................................................................................................. 173 APPENDIX B .............................................................................................................. 176 APPENDIX C .............................................................................................................. 177 APPENDIX D .............................................................................................................. 181 vi LIST OF FIGURES Figure 1: A sustainable life cycle forms a closed loop, with all by products being reused. ............................................................................................................................. 4 Figure 2: Mixed-method Research Strategy .................................................................. 14 Figure 3: Google's homage to Rachel Carson on her 107th birthday ............................ 31 Figure 4: Biological nutrients vs. technical nutrients (model for regeneration) .............. 33 Figure 5.1: Biologically-inspired Patents Figure 5.2: Biologically-inspired Research 33 Figure 6: Model of Therapy Room ................................................................................. 35 Figure 7: Bone armchair designed by Joris Laarman .................................................... 35 Figure 8: Examples of biomimicry utilization strategies for interior designers ............... 38 Figure 9: Life’s Principles. Design Lens ........................................................................ 42 Figure 10: Cradle to Cradle Certification Multi-attribute Standard ................................. 43 Figure 11: Hydro pylons bend and break from weight of ice during Montreal ice storm 47 Figure 12: How systems thinking can promote a paradigm change (solution-driven vs. process-driven) ................................................................................................... 49 Figure 13: Alternating phases of pattern development and testing ............................... 50 Figure 14: Comparison of problem-driven versus BID solution-driven approaches ....... 55 Figure 15: A flow chart of the method bridging the keyword ‘clean’ to ‘defend’. ............ 72 Figure 16: Sierpinski Triangle
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