Roberts, D., & Stephens, T. S. (2018, June), Lessons Learned in the Labyrinth: Navigating Campus Resources to Bring a Student and Faculty Smart Gardening Startup to Life  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30765

\bibitem{asee_peer_30765}
  Roberts, D., \& Stephens, T. S. (2018, June), \emph{Lessons Learned in the Labyrinth: Navigating Campus Resources to Bring a Student and Faculty Smart Gardening Startup to Life}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30765

Dustyn Roberts P.E. and Trevor Scott Stephens.  "Lessons Learned in the Labyrinth: Navigating Campus Resources to Bring a Student and Faculty Smart Gardening Startup to Life".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30765 Internet.  11 Jan, 2025

\bibitem{asee_peer_30765}
  Dustyn Roberts P.E. and Trevor Scott Stephens.
  "Lessons Learned in the Labyrinth: Navigating Campus Resources to Bring a Student and Faculty Smart Gardening Startup to Life".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30765 Internet.  11 Jan, 2025

@INPROCEEDINGS{asee_peer_30765
author = "Dustyn Roberts P.E. and Trevor Scott Stephens"
title = "Lessons Learned in the Labyrinth: Navigating Campus Resources to Bring a Student and Faculty Smart Gardening Startup to Life"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30765}
number = {10.18260/1-2--30765}
}

TY  - CPAPER
AB  - With the onset of the Bayh-Dole act in 1980, many universities established technology transfer offices to comply with the obligation to pursue intellectual property protection and commercialization. More recently, universities have established entrepreneurship centers that offer everything from academic programs to proof of concept funds to help students and faculty create value based on their ideas. Additionally, each state has a government-funded Small Business Development Center that provides free business consulting and low-cost training services. The Small Business Development Center is often located at or near a university, and often works closely with the corresponding university technology transfer office and/or the entrepreneurship center. While access to all of these resources is a benefit of being a part of the university ecosystem, it is often difficult to know where to start. Additional complications arise when faculty and undergraduate students, who are typically governed by different intellectual property policies, form a joint venture. 

This paper is written as a case study to describe the process of forming a startup by one such faculty and student team. The smart gardening technology being developed utilized a range of resources offered at the university. It enabled student learning through completion of sub-projects during summer research, internship, and technical electives. The system itself addresses sustainability since enabling more efficient use of resources for gardening reduces water consumption and aids in stormwater management. Finally, it covers strategies that other faculty and student teams in the same situation might follow to help them climb the entrepreneurship learning curve faster than we did.

AU  - Dustyn Roberts P.E.
AU  - Trevor Scott Stephens
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Lessons Learned in the Labyrinth: Navigating Campus Resources to Bring a Student and Faculty Smart Gardening Startup to Life
UR  - https://peer.asee.org/30765
DO  - 10.18260/1-2--30765
ER  -