| Summary: | Biomimicry practice and pedagogy unify biology and design for problem solving inspired by nature. Pedagogy that supports biomimicry practice can facilitate the development of novel solutions to address societal needs and challenges. Even though biomimicry affords the possibility to address sustainability, its current practice does not necessarily lead to doing so, which can result in exploitation of nature and increased unsustainability. Recognition of this risk exists but is not yet widespread in biomimicry pedagogy, and few structured methodologies are available to support learner’s efforts towards sustainability. The difficulties associated with incorporating sustainability within biomimicry are numerous and varied. In this report, we contribute to an understanding of incorporating sustainability in teaching and learning. We describe a pedagogical framing and conceptual scaffolding developed and used to bring sustainability into a biomimicry course for design- and biology-minded engineering students that integrates available biomimicry and design language, tools, and methods. We scaffold consideration of structure-function and conditions conducive to life separately, and then unify these perspectives in a way that is accessible to students. This approach centralizes sustainability in biomimicry practice and asks students to consider the ethics of design practice and responsibility to the natural world. We are encouraged by student outcomes, observing clear signs of creative systemic thinking and higher-level learning from nature. Based on pre- and post-design sprint results, students significantly shifted away from a narrower structure-function practice towards addressing conditions conducive to life. We propose that biomimicry educators and facilitators make a commitment to always include a sustainability approach within their pedagogy or explicitly acknowledge their delivery does not provide for it.
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