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The Innovation Canvas as a Teaching Tool in Capstone Design: A Reverse-Engineering Case Study

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Capstone Design

Tagged Division

Design in Engineering Education

Page Count


Page Numbers

24.1228.1 - 24.1228.14



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Paper Authors


Renee D. Rogge Rose-Hulman Institute of Technology

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Renee Rogge is the Samuel F. Hulbert Chair of Biomedical Engineering and Associate Professor of Biomedical Engineering at Rose-Hulman Institute of Technology. She has been teaching at Rose-Hulman since 2004, and her research interests lie in the areas of assessment of engineering design and orthopaedic biomechanics.

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Glen A. Livesay Rose-Hulman Institute of Technology

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Glen Livesay is a Professor of Applied Biology and Biomedical Engineering; he co-developed and co-teaches the biomedical engineering capstone design sequence at Rose-Hulman Institute of Technology. Glen’s educational research interests include student learning styles, the statistical evaluation of assessment instruments, and increasing student engagement with hands-on activities. He has received an NSF CAREER award and served as a Fellow at the National Effective Teaching Institute.

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Jameel Ahmed Rose-Hulman Institute of Technology

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Jameel Ahmed is Associate Professor and Head of the Department of Biology and Biomedical Engineering at Rose-Hulman Institute of Technology. He has been teaching at Rose-Hulman since 1999, and his technical interests lie in the areas of quantitative physiology and neuroprosthetics. He also has interest in helping develop leadership skills in others, as is evidenced by his involvement in Rose-Hulman's Leadership Advancement Program, and the Making Academic Change Happen (MACH) workshop. - See more at:

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William A. Kline Rose-Hulman Institute of Technology

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Bill Kline is Professor of Engineering Management at Rose-Hulman. He joined Rose-Hulman in 2001 and his teaching and professional interests include systems engineering, design, quality, innovation, and entrepreneurship.

Prior to joining Rose-Hulman, his industry experience includes roles as cofounder and Chief Operating Officer at Montronix and development manager at Kennametal.

Bill is a Phi Beta Kappa graduate of Illinois College and a Bronze Tablet graduate of University of Illinois at Urbana Champaign where he received a Ph.D. degree in Mechanical Engineering.

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Robert M. Bunch Rose-Hulman Institute of Technology


Michael Wollowski Rose-Hulman Institute of Technology

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Michael Wollowski obtained his undergraduate degree in Informatics from the University of Hamburg, Germany. He obtained M.S. and Ph.D. degrees in Computer Science from Indiana University in Bloomington, IN, USA. He studied under Jon Barwise and as part of his dissertation developed a diagrammatic proof system for planning in the blocks world of Artificial Intelligence. Michael is an associate professor at Rose-Hulman Institute of Technology in Terre Haute, IN, USA where he teaches introductory and advanced courses in the Computer Science and Software Engineering Department. Prior to that, he was a visiting assistant professor in the Computer Science department at Siena College in Loudonville, NY, USA.

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The Innovation Canvas as a Teaching Tool in Capstone Design: A Reverse-Engineering Case StudyThe design process is often perceived by students as a sequential or structured process eventhough design instructors try to focus attention on the iterative decisions, tradeoffs, andcomplexities associated with successful product, process, or service development. Theinnovation canvas was developed with the intent of more closely representing the process as itoccurs in practice – a complex integration of design and market themes. As an education tool,the innovation canvas provides opportunities for design teams to organize, communicate, refine,and reflect on ideas and decisions in an integrated and linked framework.The innovation canvas was introduced to thirteen biomedical engineering design teams (40students) during a regularly scheduled design lab. Due to the complexity of the innovationcanvas and lack of experience with using the innovation canvas in the classroom, the instructorschose to introduce the canvas in the context of a reverse engineering activity. After completingthe reverse engineering activity, the student teams explored the innovation canvas in terms ofnew product development. This paper will discuss the implementation of the innovation canvasas a teaching tool in design and present preliminary assessment results regarding theeffectiveness of the activity. “Lessons learned” and implementation feedback from the facultywill also be presented.

Rogge, R. D., & Livesay, G. A., & Ahmed, J., & Kline, W. A., & Bunch, R. M., & Wollowski, M. (2014, June), The Innovation Canvas as a Teaching Tool in Capstone Design: A Reverse-Engineering Case Study Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23161

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