teaching the engineering design courses have workedcollaboratively to develop these courses so that the content will be developmental with seamlessintegration and transitions over the seven semester sequence. This was achieved by havingweekly or biweekly meetings to discuss the execution of these courses as well as many meetingsduring summers, before the start and after the completion of each semester to reflect and identifyareas of improvement in content, delivery, and assessment.Our pedagogical vision in teaching these engineering design courses is to enable masterylearning through directed and non-directed, group-based and independent, simple and complex,structured and unstructured, problem-based learning experiences that incrementally expose
in design orentrepreneurship fields. Specifically, it provides a means to help both novice and expertdesigners and entrepreneurs organize, communicate, refine, and reflect on their ideas. Thecanvas also provides a means of design-thinking documentation in which comparisons betweeninitial, mid, and final versions of the canvas could be used to assess student learning.The prototype version of the innovation canvas is shown in Figure 2 below and is availableonline for educators and practitioners to test, evaluate, and provide feedback36. In addition to thedetails presented in the remainder of this paper, a brief description of the canvas’s themes can befound in the appendix of this paper. The canvas is shared under a Creative Commons (CC