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Daniel Jensen

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Papers by Daniel Jensen

Ac 2012-3698: Prototyping Strategies: Literature Review and Identification of Critical Variables

and is the Temple Foundation Endowed Faculty Fellow No. 3. He received his B.S.M.E. from Louisian... more and is the Temple Foundation Endowed Faculty Fellow No. 3. He received his B.S.M.E. from Louisiana State University in 1982 and his M.S.M.E. in 1985 and Ph.D. in 1989, both from Purdue University. He joined the faculty of UT in Jan. 1990 and teaches mechanical engineering design and geometry modeling for design. Crawford's research interests span topics in computer-aided mechanical design and design theory and methodology, including research in computer representations to support conceptual design, design for manufacture and assembly, and design retrieval; developing computational representations and tools to support exploration of very complex engineering design spaces; research in solid freeform fabrication, including geometric processing, control, design tools, manufacturing applications; and design and development of energy harvesting systems. Crawford is co-founder of the DTEACh program, a Design Technology program for K-12, and is active on the faculty of the UTeachEngineering program that seeks to educate teachers of high school engineering.

Analogy Seeded Mind-Maps: A Simple and Quick Design-by-Analogy Method

He teaches mechanical engineering design and geometry modeling for design. Dr. Crawford's researc... more He teaches mechanical engineering design and geometry modeling for design. Dr. Crawford's research interests span topics in computeraided mechanical design and design theory and methodology. Dr. Crawford is co-founder of the DTEACh program, a "Design Technology" program for K-12, and is active on the faculty of the UTeachEngineering program that seeks to educate teachers of high school engineering.

Designettes in Capstone: Initial Design Experiences to Enhance Students' Implementation of Design Methodology

Capstone design courses are intended to provide a culminating experience for senior undergraduate... more Capstone design courses are intended to provide a culminating experience for senior undergraduate engineering majors. Universities vary in how they implement the instruction and implementation of the design process in their capstone courses. For example, many have a separate class in design methods, followed by a one-semester capstone course where teams work on a "design, build, test" project. Other institutions teach design methodology incorporated into the capstone design project in what is often a two-semester capstone sequence. In the cases where design methodology is incorporated into a two-semester capstone course, it is possible that this is the students' first extensive exposure to design methods and process. In that case, students may be experiencing methods such as "Customer Needs Analysis", "Functional Decomposition", "Concept Generation", "Concept Selection" and "Prototype Planning" for the first time. From a constructivist educational standpoint, it can be problematic for students to apply these design techniques for the first time on what is often a complex, real world capstone design problem. One solution to this problem is to incorporate a short design experience at the beginning of the two-semester capstone course. This can allow the students an initial experience with the design methods that can provide a "learning scaffold" for their implementation of the full suite of design methods over the course of a two-semester project. For the last three years, we have implemented three versions of a short, introductory design project (i.e. designette) in our twosemester capstone design sequence. In our uses of the designette project, the suite of five core design methods mentioned above were taught in an abbreviated form. However, in one year the designette lasted ten class hours, the next year's designette lasted 14 class hours, and this past year's project lasted seven class hours. The longest designette allowed for greater depth in the initial coverage of the methods and also provided greater time for prototyping and testing. Of course this was at the cost of consuming a greater percentage of the overall time allocated for the actual capstone design project. This paper reports on the implementation details of the designette projects, focusing in particular on advantages and disadvantages of the different implementations in the most recent years. Faculty and student feedback indicated that the use of the designette does increase student familiarity with the design methods. However, more subtle questions such as the number of lessons allocated for the designette and the depth of coverage of the design methods have much more complicated assessment results.

Methodology And Tools For Developing Hands On Active Learning Activities

2006 Annual Conference & Exposition Proceedings, Sep 3, 2020

Saad Eways, Austin Community College SAAD EWAYS is presently professor of Physics and Engineering... more Saad Eways, Austin Community College SAAD EWAYS is presently professor of Physics and Engineering and Assistant Dean of Math and Science at Austin Community College (ACC) where he teaches courses in both physics and engineering. He served as Department Head from 96-97 and Assistant Dean of Math and Science from 97-01. Dr. Eways received his Ph.D. in physics from the University of Texas at Austin. He received an M.S. in Nuclear Engineering and an M.S. and a B.S. in Electrical Engineer from the University of Illinois in Urbana-Champaign. Dr. Eways is very interested in improving student retention, increased student success and better and more efficient ways to teach science.

Techniques To Enhance Concept Generation And Develop Creativity

She received her Ph.D. from the University of Texas, Austin in 2007. Her research interests inclu... more She received her Ph.D. from the University of Texas, Austin in 2007. Her research interests include development of techniques to enhance creativity in the design process and also techniques to improve engineering education. techniques to enhance creativity in the design process and also techniques to improve engineering education. John Wood, United States Air Force Academy DR. JOHN J. WOOD is an Associate Professor of Engineering Mechanics at the United States Air Force Academy. He completed his Ph.D. in Mechanical Engineering at Colorado State University and is a retired Air Force officer. The current focus of Dr. Wood's research includes the pioneering development of micro air vehicle systems using innovative conceptual design techniques for current technology implementations, as well as futuristic projections, applied in the framework of a senior capstone design course. Other research areas include the integration of modern pedagogical theory and learning styles with interactive, computer-based multimedia instruction of advanced undergraduate structures-based engineering courses.

Analogy Seeded Mind-Maps: A Comparison of Verbal and Pictorial Representation of Analogies in the Concept Generation Process

Recent research has investigated methods based on design-by-analogy meant to enhance concept gene... more Recent research has investigated methods based on design-by-analogy meant to enhance concept generation. While these analogies can be developed in different ways and can come from many different areas, one of the most common methods is to use key customer needs or key functions as the starting point. One approach uses these key terms to seed a search for grammatically similar words. While these methods are promising, they can be cumbersome and difficult to apply in engineering classrooms or industrial product development settings. This paper presents further evaluation of the Analogy Seeded Mind-Maps method, a new method to prompt generation of analogous solution principles drawn from multiple analogical domains. We randomly select a set of 10–15 words from a graph of grammatically analogical synonyms of a functional design requirement “seed” and populate the first-level nodes of a mind-map with the selected textual analogies. This mind-map then serves as a visual tool that is utilized during the concept generation process. The effectiveness of the tool in generating concepts has been evaluated in previous studies. In the current study, we evaluate the effect of substituting pictures for the verbal analogies in the Analogy Seeded Mind-Maps method. The study involved student volunteers who were recruited from a senior-level design methodology course. The students were asked to complete a simple concept generation task (in teams) using either a purely verbal version of the Analogy Seeded Mind-Maps method or the alternative version that relied on pictorial analogies. The results were evaluated for quantity, quality and novelty of the concepts generated using the two methods. Analysis of the results shows that there is a statistically significant difference in the novelty of ideas generated by the two methods, with the pictorial version producing a larger number of novel ideas than the purely verbal version. While the differences in quantity and quality are not statistically significant at the P-Value &lt; 0.05 level, there are differences that approach this level of statistical significance. Further studies are needed to determine if there is any benefit to a method that combines both verbal and pictorial analogies.

Enhancing Machine Design Courses Through Use Of A Multimedia Based Review Of Mechanics Of Materials

Over the last seven years the Machine Design courses at the United States Air Force Academy and a... more Over the last seven years the Machine Design courses at the United States Air Force Academy and at the University of Texas, Austin have evolved through the development, implementation and assessment of extensive hands-on additions to the curriculum. These educational innovations, which promote experiential investigation using hands-on devices such as remote controlled cars, Lego RoboLab, and reverse engineering of consumer products have had a very positive assessment from the student's standpoint. However, some faculty members have expressed concern over the necessary removal of a non-trivial amount (approximately 25%) of traditional Machine Design course material in order to implement the hands-on active learning techniques. This paper reports on a partial solution to this removal of material. Specifically, the Machine Design course syllabus previously allocated 2-3 lectures for review of content from the Mechanics of Materials course. Although redundant from a pedagogical standpoint, experience has shown that the review is beneficial for establishing, a priori, the knowledge that is required for the study of machine components and systems. The challenge is to find a way to "recover" these lectures without compromising the necessary review. This paper presents the development, implementation and assessment of a multimedia-based courseware that students can use to review these fundamental Mechanics of Materials principles outside of class. In order to assess the course revisions and new multimedia component, a multifaceted assessment process has been developed. This assessment process evaluates the use of the multimedia review material in 2 categories: 1) assess the students' competence gained by using exercises that are directly integrated into the courseware and 2) assess the students' and the professors' appraisal of the new courseware and its overall effect on the course. Assessment to date indicates that the incorporation of this multimedia review material improves the course efficiency by providing needed foundational competence in the area of Mechanics of Materials as well as releasing valuable lecture time for incorporation of additional Machine Design content.

Virtual or Physical Prototypes? Development and Testing of a Prototyping Planning Tool

His objective is to practice and promote engineering as a serving profession. His focus includes ... more His objective is to practice and promote engineering as a serving profession. His focus includes remote power generation, design methods for frontier environments, enhanced engineering learning, and assistive devices for persons with disabilities.

Workshop On Designing Active Learning Activities And Associated Assessment Plans

2010 Annual Conference & Exposition Proceedings

Although the pedagogical advantages of active learning are apparent from the literature, the use ... more Although the pedagogical advantages of active learning are apparent from the literature, the use of these techniques is not yet pervasive in the engineering curricula. This is due, in part, to the lack of a smooth implementation path. A major roadblock to implementation of active learning techniques is the lack of "ready-to-use" active learning products (ALPs) and procedures. To remedy this, over 25 active learning products have been created for engineering mechanics. In addition, a general and repeatable approach for developing the active learning products, the PHLIpS Method (Producing Hands-on Learning to InsPire Students) and associated assessment instruments were created for application across STEM programs. The workshop overviewed many of the activities and focused on providing participants with the tools needed to implement and evaluate active learning in their classrooms. A post workshop survey provided participants evaluation of the workshop and the PHLIpS Method. Overall the workshop feedback was very positive and avenues for improvement to the PHLIpS Method also resulted.

Structured Process For Writing, Revising, And Assessing Multiple Choice Quizzes

A structured process is presented for developing or revising a multiple-choice quiz. A multiplech... more A structured process is presented for developing or revising a multiple-choice quiz. A multiplechoice checklist form was created based on the best practices found in educational measurement books. The multiple-choice checklist form serves as a guide for an instructor to revise an old quiz or develop a new quiz. The effectiveness of the multiple-choice quiz checklist form is determined based on an assessment and evaluation process. This paper considers the development a ‘new’ quiz for bending stress in a sophomore level fundamentals of mechanics course. Four instructors used the multiple-choice checklist form to develop a new quiz and five instructors developed a new multiple-choice quiz without the checklist form. Independent reviewers are used to carry out a quantitative evaluation of the new quizzes developed with and without the multiple-choice checklist form. The assessment form is based on the multiple-choice checklist form. The results of the assessment process show that the p...

Methodology And Tools For Developing Hands On Active Learning Activities

2006 Annual Conference & Exposition Proceedings

Saad Eways, Austin Community College SAAD EWAYS is presently professor of Physics and Engineering... more Saad Eways, Austin Community College SAAD EWAYS is presently professor of Physics and Engineering and Assistant Dean of Math and Science at Austin Community College (ACC) where he teaches courses in both physics and engineering. He served as Department Head from 96-97 and Assistant Dean of Math and Science from 97-01. Dr. Eways received his Ph.D. in physics from the University of Texas at Austin. He received an M.S. in Nuclear Engineering and an M.S. and a B.S. in Electrical Engineer from the University of Illinois in Urbana-Champaign. Dr. Eways is very interested in improving student retention, increased student success and better and more efficient ways to teach science.

Enhancing Machine Design Courses Through Use Of A Multimedia Based Review Of Mechanics Of Materials

2005 Annual Conference Proceedings

Over the last seven years the Machine Design courses at the United States Air Force Academy and a... more Over the last seven years the Machine Design courses at the United States Air Force Academy and at the University of Texas, Austin have evolved through the development, implementation and assessment of extensive hands-on additions to the curriculum. These educational innovations, which promote experiential investigation using hands-on devices such as remote controlled cars, Lego RoboLab, and reverse engineering of consumer products have had a very positive assessment from the student's standpoint. However, some faculty members have expressed concern over the necessary removal of a non-trivial amount (approximately 25%) of traditional Machine Design course material in order to implement the hands-on active learning techniques. This paper reports on a partial solution to this removal of material. Specifically, the Machine Design course syllabus previously allocated 2-3 lectures for review of content from the Mechanics of Materials course. Although redundant from a pedagogical standpoint, experience has shown that the review is beneficial for establishing, a priori, the knowledge that is required for the study of machine components and systems. The challenge is to find a way to "recover" these lectures without compromising the necessary review. This paper presents the development, implementation and assessment of a multimedia-based courseware that students can use to review these fundamental Mechanics of Materials principles outside of class. In order to assess the course revisions and new multimedia component, a multifaceted assessment process has been developed. This assessment process evaluates the use of the multimedia review material in 2 categories: 1) assess the students' competence gained by using exercises that are directly integrated into the courseware and 2) assess the students' and the professors' appraisal of the new courseware and its overall effect on the course. Assessment to date indicates that the incorporation of this multimedia review material improves the course efficiency by providing needed foundational competence in the area of Mechanics of Materials as well as releasing valuable lecture time for incorporation of additional Machine Design content.

Building Better Mousetrap Builders: Courses To Incrementally And Systematically Teach Design

1998 Annual Conference Proceedings

A variety of design-process and design-methods courses exist in engineering education. The primar... more A variety of design-process and design-methods courses exist in engineering education. The primary objective of such courses is to teach engineering design fundamentals utilizing repeatable design techniques. By so doing, students obtain (1) tools they may employ during their education, (2) design experiences to understand the "big picture" of engineering, and (3) proven methods to attack open-ended problems. While these skills are worthwhile, especially as design courses are moved earlier in curricula, many students report that design methods are typically taught at a high-level and in a compartmentalized fashion. Often, the students' courses do not include opportunities to obtain incremental concrete experiences with the methods. Nor do such courses allow for suitable observation and reflection as the methods are executed. In this paper, we describe a new approach for teaching design methods which addresses these issues. This approach incorporates hands-on experiences through the use of "reverse-engineering" projects. As the fundamentals of design techniques are presented, students immediately apply the methods to actual, existing products. They are able to hold these products physically in their hands, dissect them, perform experiments on their components, and evolve them into new successful creations. Based on this reverse-engineering concept, we have developed and tested new courses at The University of Texas, MIT, and the United States Air Force Academy. In the body of this paper, we present the structure of these courses, an example of our teaching approach, and a brief evaluation of the results.

Evaluating Ideation Using the Publications Popular Science, Popular Mechanics, and Make in Coordination with a New Patent Search Tool and the 6-3-5 Method

2012 ASEE Annual Conference & Exposition Proceedings

Air Force. After completing his Ph.D. in 2002, he returned to the Air Force Academy where he has ... more Air Force. After completing his Ph.D. in 2002, he returned to the Air Force Academy where he has been on the faculty ever since. The current focus of Wood's research is the continued development of empirical testing methods using similitude-based approaches. This approach provides significant potential for increasing the efficiency of the design process through a reduction in required full-scale testing and an expansion of the projected performance profiles using empirically-based prediction techniques. Wood's research also includes the development of robotic ground and air vehicle systems using innovative conceptual design techniques for current technology implementations, as well as futuristic projections, applied in the framework of a senior capstone design course.

Prototyping Strategies: Literature Review and Identification of Critical Variables

2012 ASEE Annual Conference & Exposition Proceedings

and is the Temple Foundation Endowed Faculty Fellow No. 3. He received his B.S.M.E. from Louisian... more and is the Temple Foundation Endowed Faculty Fellow No. 3. He received his B.S.M.E. from Louisiana State University in 1982 and his M.S.M.E. in 1985 and Ph.D. in 1989, both from Purdue University. He joined the faculty of UT in Jan. 1990 and teaches mechanical engineering design and geometry modeling for design. Crawford's research interests span topics in computer-aided mechanical design and design theory and methodology, including research in computer representations to support conceptual design, design for manufacture and assembly, and design retrieval; developing computational representations and tools to support exploration of very complex engineering design spaces; research in solid freeform fabrication, including geometric processing, control, design tools, manufacturing applications; and design and development of energy harvesting systems. Crawford is co-founder of the DTEACh program, a Design Technology program for K-12, and is active on the faculty of the UTeachEngineering program that seeks to educate teachers of high school engineering.

Innovations in Software Engineering Education: An Experimental Study of Integrating Active Learning and Design-based Learning

2013 ASEE Annual Conference & Exposition Proceedings

Innovations in Software Engineering Education: An Experimental Study of Integrating Active Learni... more Innovations in Software Engineering Education: An Experimental Study of Integrating Active Learning and Design-based Leaming, when irradiated with an infrared laser, the polynomial distorts the water-saturated talweg. Rich window discretization techniques in distributed stream processing, advertising community almost undermines the ontological the traditional channel.

Connecting Design Problem Characteristics to Prototyping Choices to Form a Prototyping Strategy

2013 ASEE Annual Conference & Exposition Proceedings

University. He teaches mechanical engineering design and geometry modeling for design. Dr. Crawfo... more University. He teaches mechanical engineering design and geometry modeling for design. Dr. Crawford's research interests span topics in computeraided mechanical design and design theory and methodology. Dr. Crawford is co-founder of the DTEACh program, a "Design Technology" program for K-12, and is active on the faculty of the UTeachEngineering program that seeks to educate teachers of high school engineering.

Design prototyping methods: state of the art in strategies, techniques, and guidelines

Design Science, 2017

Prototyping is interwoven with nearly all product, service, and systems development efforts. A pr... more Prototyping is interwoven with nearly all product, service, and systems development efforts. A prototype is a pre-production representation of some aspect of a concept or final design. Prototyping often predetermines a large portion of resource deployment in development and influences design project success. This review surveys literature sources in engineering, management, design science, and architecture. The study is focused around design prototyping for early stage design. Insights are synthesized from critical review of the literature: key objectives of prototyping, critical review of major techniques, relationships between techniques, and a strategy matrix to connect objectives to techniques. The review is supported with exemplar prototypes provided from industrial design efforts. Techniques are roughly categorized into those that improve the outcomes of prototyping directly, and those that enable prototyping through lowering of cost and time. Compact descriptions of each tech...

Design Principles: The Foundation of Design

Volume 7: 27th International Conference on Design Theory and Methodology, 2015

Design principles are created to codify and formalize design knowledge so that innovative, archiv... more Design principles are created to codify and formalize design knowledge so that innovative, archival practices may be communicated and used to advance design science and solve future design problems, especially the pinnacle, wicked, and grand-challenge problems that face the world and cross-cutting markets. Principles are part of a family of knowledge explication, which also include guidelines, heuristics, rules of thumb, and strategic constructs. Definitions including a range of explications are explored from a number of seminal papers. Based on this analysis, the authors pose formalized definitions for the three most prevalent terms in the literature — principles, guidelines, and heuristics. Current research methods and practices with design principles are categorized and characterized. In analyzing the methodology for discovering, deriving, formulating and validating design principles, the goal is to understand and advance the theoretical basis of design, the foundations of new to...

Analogy Seeded Mind-Maps: A Simple and Quick Design-by-Analogy Method

2015 ASEE Annual Conference and Exposition Proceedings

He teaches mechanical engineering design and geometry modeling for design. Dr. Crawford's researc... more He teaches mechanical engineering design and geometry modeling for design. Dr. Crawford's research interests span topics in computeraided mechanical design and design theory and methodology. Dr. Crawford is co-founder of the DTEACh program, a "Design Technology" program for K-12, and is active on the faculty of the UTeachEngineering program that seeks to educate teachers of high school engineering.

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