The Engineering-science Intellectual Property (ESIP) Project: A Novel Method for Promoting Innovation

Hamid R. Piroozi; Justin L. Hess; Charles Feldhaus

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: Entrepreneurship & Engineering Innovation Division Technical Session 7
Tagged Division: Entrepreneurship & Engineering Innovation
Page Count: 16
DOI: 10.18260/1-2--31097
Permanent URL: https://peer.asee.org/31097
Download Count: 439

Paper Authors

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Hamid R. Piroozi J.D. Indiana University-Purdue University of Indianapolis

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Hamid Piroozi is a Visiting Clinical Assistant Professor at Indiana University Purdue University, Indianapolis, as well as a Visiting Clinical Assistant Professor at Indiana University McKinney School of Law (IU-McKinney). He holds Purdue BSE(ME), BSEE, MSEE Degrees as well as an Indiana University J.D. degree. He has over 15 years of engineering experience in design and development as well as 12 years of intellectual property (IP) law. He is the Director of the Entrepreneurship Clinic at IU-McKinney where he also teaches Patent Law and Patent Prosecution. Additionally, he teaches a three-course sequence in engineering where students learn about IP law as it applies to engineering design and engineering careers.

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Justin L. Hess Indiana University-Purdue University of Indianapolis orcid.org/0000-0002-1210-9535

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Dr. Justin L Hess is the Assistant Director of the STEM Education Innovation and Research Institute at IUPUI. His research interests include ethics, design, and sustainability. Dr. Hess received each of his degrees from Purdue University, including a PhD in Engineering Education, a Master of Science in Civil Engineering, and a Bachelor of Science in Civil Engineering. He is currently the Vice Chair of the American Society of Civil Engineers' Committee on Sustainability subcommittee on Formal Engineering Education.

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Charles Feldhaus Indiana University-Purdue University of Indianapolis

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Dr. Feldhaus is Chair and Professor of Organizational Leadership in the Department of Technology Leadership and Communication for the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis. He also serves as Co-Director for the STEM Education Research Institute (SERI). He spent 20 years as a P-12 educator, principal and district office administrator before receiving his doctorate in Educational Administration from the University of Louisville in 1999. Undergraduate work was completed at the University of Southwestern Louisiana in 1979 and an MS in Secondary Education was awarded in 1985 from Indiana University. Research interests include leadership in P-16 STEM education, STEM workforce development and leadership, P-16 STEM teacher preparation, STEM discipline-based educational research, organizational behavior and change, organizational innovation, and organizational ethics.

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Abstract

In the idea economy, intellectual property (IP) is valued higher than other assets such as factories and equipment. Affirmation of this valuation is often observed when a company’s IP advances or declines which causes a seismic shift in its stock price. IP law, however, is complicated and is evolving. As a result, new engineering and science graduates take many years, if ever, before they are familiar with the process of securing IP. Lack of such familiarity often results in IP being an after-thought in design processes. While others have attempted to discuss IP as part of a larger entrepreneurship setting in the form of a brief introduction of various IP vehicles, a solid understanding of what is protectable requires more than familiarity with IP concepts.

This paper describes the development and underlying theory of a novel educational program titled Engineering-Science Intellectual Property Project (ESIP-Project). This project includes three degree-counted elective courses that together create an IP concentration in an engineering BS curriculum. The intent of the project is to generate within students a deep understanding of IP requirements for creating novel, nonobvious, and non-infringing designs. In addition, the ESIP-Project is designed to teach IP concepts as they relate to engineering design, as well as critical thinking skills and innovation. More specifically, students will be prepared to engage in prior art review, identify what is needed to obtain enforceable designs, and apply strategies to avoid infringement of existing patents. At the culmination of ESIP-Project, students will be prepared to pass the patent bar examination and become certified to practice patent law before the U.S. Patent and Trademark Office. Hence, graduates of the ESIP-Project will have new career options including choices for becoming patent engineers and patent agents, in addition to traditional technical career choices.

This paper includes an overview of the three-course sequence, as well as evaluation results of the implementation of the first course. A survey was designed by the investigators and implemented pre and post course. The survey included three constructs: Knowledge of IP Concepts, Innovative Product Design, and Careers in Patent Law. Following reliability testing procedures, student responses to these constructs were compared before and after course implementation. Despite the small sample size (15 students), comparative analyses suggested students experienced strong, positive gains in each construct. These positive changes in student responses from participation in just one of three IP courses is encouraging to our team. We hope that the ESIP-Project model, and our evaluation of the model as we scale it up, will provide a pathway for other educators to follow, particularly those who are interested in promoting entrepreneurship and innovation among their students.

Citation
Format

Piroozi, H. R., & Hess, J. L., & Feldhaus, C. (2018, June), The Engineering-science Intellectual Property (ESIP) Project: A Novel Method for Promoting Innovation Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31097

TY - CPAPER
AB - In the idea economy, intellectual property (IP) is valued higher than other assets such as factories and equipment. Affirmation of this valuation is often observed when a company’s IP advances or declines which causes a seismic shift in its stock price. IP law, however, is complicated and is evolving. As a result, new engineering and science graduates take many years, if ever, before they are familiar with the process of securing IP. Lack of such familiarity often results in IP being an after-thought in design processes. While others have attempted to discuss IP as part of a larger entrepreneurship setting in the form of a brief introduction of various IP vehicles, a solid understanding of what is protectable requires more than familiarity with IP concepts.

This paper describes the development and underlying theory of a novel educational program titled Engineering-Science Intellectual Property Project (ESIP-Project). This project includes three degree-counted elective courses that together create an IP concentration in an engineering BS curriculum. The intent of the project is to generate within students a deep understanding of IP requirements for creating novel, nonobvious, and non-infringing designs. In addition, the ESIP-Project is designed to teach IP concepts as they relate to engineering design, as well as critical thinking skills and innovation. More specifically, students will be prepared to engage in prior art review, identify what is needed to obtain enforceable designs, and apply strategies to avoid infringement of existing patents. At the culmination of ESIP-Project, students will be prepared to pass the patent bar examination and become certified to practice patent law before the U.S. Patent and Trademark Office. Hence, graduates of the ESIP-Project will have new career options including choices for becoming patent engineers and patent agents, in addition to traditional technical career choices.

This paper includes an overview of the three-course sequence, as well as evaluation results of the implementation of the first course. A survey was designed by the investigators and implemented pre and post course. The survey included three constructs: Knowledge of IP Concepts, Innovative Product Design, and Careers in Patent Law. Following reliability testing procedures, student responses to these constructs were compared before and after course implementation. Despite the small sample size (15 students), comparative analyses suggested students experienced strong, positive gains in each construct. These positive changes in student responses from participation in just one of three IP courses is encouraging to our team. We hope that the ESIP-Project model, and our evaluation of the model as we scale it up, will provide a pathway for other educators to follow, particularly those who are interested in promoting entrepreneurship and innovation among their students.

AU - Hamid R. Piroozi J.D.
AU - Justin L. Hess
AU - Charles Feldhaus
CY - Salt Lake City, Utah
DA - 2018/06/23
PB - ASEE Conferences
TI - The Engineering-science Intellectual Property (ESIP) Project: A Novel Method for Promoting Innovation
UR - https://peer.asee.org/31097
DO - 10.18260/1-2--31097
ER -