02510nas a2200229   4500008004100000022001400041245009400055210006900149260004200218300000900260490000700269520180800276653001902084653000802103653003002111653002102141100002502162700002402187700001902211700002002230856003002250       2020                        eng d  a1927-032100aRapid Learning and Knowledge-Gap Closure During the Conceptual Design Phase – Rapid R&D0 aRapid Learning and KnowledgeGap Closure During the Conceptual De  aOttawabTalent First Networkc03/2020  a5-150 v103 aNew product development strategies, such as set-based concurrent engineering design (SBCED) or set-based design (SBD), have demonstrated improved ways to address knowledge gaps in alternate design concepts prior to the decision to select a single concept for development. Most of the corpus in this field addresses engineering product development that relies on systems and subsystems with years of prior experience in testing, development, and operation. These often have known or existing solutions, and use state-of-the-art (SOA), or near SOA technology. In addition, most papers do not dive into the details of how knowledge was attained to rapidly close critical knowledge gaps. This paper attempts to explain how a research-based method to construct knowledge can accelerate the knowledge capture critical for developing solutions to extremely challenging problems. This rapid R&D methodology enables a rapid acquisition of critical knowledge to understand potential failure modes of concepts in a set-based way. Thus, it enables intelligent decisions for the selection of the final concept as well as the continuous maturation of parallel concepts. The continuous, parallel maturation of multiple concepts enables effective off-ramps in the design process as requirements and new knowledge arise in the course of the development program, without incurring excessive rework, cost growth, and schedule creep. The goal of this paper is to describe a method that accelerates the generation of critical knowledge early in the conceptual design phase, as a way to close knowledge gaps quickly, and thus enable intelligent design decisions and concept selections early in the product development cycle. The methodological descriptions are illustrated with case examples from NASA technology development.10aknowledge gaps10aR&D10aRapid product development10aset-based design1 aCamarda, Charles, J.1 aScotti, Stephen, J.1 aKunttu, Iivari1 aPerttula, Antti  utimreview.ca/article/133202092nas a2200265   4500008004100000022001400041245010500055210006900160260004200229300001000271490000700281520126700288653001601555653002501571653002001596653003001616653003801646100001801684700002001702700001901722700001801741700001901759700001801778856003001796       2020                        eng d  a1927-032100aRapid Product Development in University-Industry Collaboration: Case Study of a Smart Design Project0 aRapid Product Development in UniversityIndustry Collaboration Ca  aOttawabTalent First Networkc03/2020  a49-590 v103 aUniversity-industry collaboration aims at mutually beneficial knowledge and technology exchange between higher education and business. Prototyping new products is one sweet spot where industry can gain new valuable knowledge and understanding of technology, while higher education institutions develop the skills and competences of students by encouraging them to work on authentic real-life problems. From the &ldquo;design thinking&rdquo; perspective, rapid product development can be defined as the creation of new products, in the shortest timescales possible, that meet the criteria of desirability, feasibility, and viability. This article addresses rapid product development by presenting a case study of developing prototypes in university-industry collaboration. As a result, the study highlights key design principles, such as the importance of involving teachers, business representatives, and students in collaborative project design, of focusing on the customers or service users who will benefit from the design, and of guiding students participating in co-creation activities. Presenting conclusions for both academics and the industry, the article contributes to design thinking and rapid product development in university-industry collaboration.10aco-creation10aCo-creation pedagogy10adesign thinking10aRapid product development10aUniversity-Industry Collaboration1 aJussila, Jari1 aRaitanen, Jukka1 aPartanen, Atte1 aTuomela, Vesa1 aSiipola, Ville1 aKunnari, Irma  utimreview.ca/article/1336