Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Entrepreneurship & Engineering Innovation
Canvases, most especially the Business Model Canvas, are being used in a variety of educational settings ranging from curricular to extracurricular. In past studies, the authors have dissected a range of canvases and have proposed a systems approach to understanding how canvases work in practice. In brief, a canvas represents the critical elements of a real world system that must be considered when a new value proposition is being introduced that will change that system. As such, a canvas helps focus a change agent on the most important levers within a system, and provides them with a framework for making decisions in volatile and ambiguous environments. The fact that a canvas is one page and graphical means that it can enable a more holistic view of a problem and solution. One of the key insights from this systems analysis was that a canvas could also serve as a framework within a classroom to guide student learning.
In this work, the authors introduce a specific approach for utilizing the canvas concept in an engineering design capstone sequence; to have student teams develop their own canvases. In this context the canvas is a tool for thinking through decisions, such that these decisions can be justified to an audience who might never see the canvas. For example, when presented with a large list of potential design problems, students create a canvas with boxes corresponding to the important determining factors of success (e.g. interest, technical alignment, value, scope). The faculty may refine these boxes, thereby better communicating the expectations of the design project. With a canvas, students can then compare problems on equal terms. When information is not available, a question mark may signify that an action item should be issued to do more research. The effect of this approach is different than the traditional decision matrix used in most design courses, because the canvas prompts a more iterative and data driven approach.
Student-created canvases have been tested for the past two years in a senior capstone sequence. The paper will explain the specific assignments and classroom activities, such as the example above, as well as how in later stages of the design process (e.g. validation, final presentations), students may create canvases without any faculty involvement. Examples of student-created canvases will be shown, along with student perspectives on how canvases impacted their experience navigating the capstone. The faculty perspective will be included, focusing on how student-created canvases help students take more responsibility for their decisions. Student perceptions will also be reported on how self-created canvases have guided their decisions within the design process.
Tranquillo, J., & Kline, W. A., & Hixson, C. (2018, June), Student-created Canvases as a Way to Inform Decision-making in a Capstone Design Sequence Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31020
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