Introduction to Invention Education Process Curriculum

ABOUT INVENTION EDUCATION

The Lemelson-MIT Program (LMIT) has helped thousands of students and educators learn to invent and has recognized hundreds of collegiate and prolific inventors for nearly 30 years. Our research offers evidence that our creative, transdisciplinary problem-solving approach known as invention education helps students of all backgrounds develop interest, confidence and capabilities in science, technology, engineering and math (STEM).

Mission

The Lemelson-MIT program has become a national leader in efforts to prepare the next generation of inventors and entrepreneurs. Our work focuses on the expansion of opportunities for young people to learn ways inventors find and solve problems that matter. We are devoted to bringing invention education opportunities to all students, while prioritizing work with young women and Black, indigenous populations, Latinx and other people of color. Our commitment to diversity, equity and inclusion aims to remedy historic inequities among those who develop inventions, protect their intellectual property and commercialize their creations.

One of U S history’s most prolific inventors, Jerome Lemelson and his wife Dorothy, founded the Lemelson-MIT Program at the Massachusetts Institute of Technology in 1994. The family continues to support this vision through The Lemelson Foundation and grant funding administered by MIT's School of Engineering.

We at LMIT believe that invention education should align with students' interests and lived experiences while the process enables educators to identy and draw in students’ individual and cultural strengths.

Our Invention Education (IvE) Process Curriculum is a leads students through series of steps and activities needed to create an invention or innovation prototype that addresses a problem students identify. The process includes engagement with the community that will benefiting from the student's creation. The inclusive approach emphasizes the need for inventors to invent with (not for) intended beneficiaries.

The IvE Process Curriculum includes multiple resources, compiled with permission from experts in each realm to facilitate learners work across the phases activity. We anticipate that each user will have their own expertise and subject matter knowledge that will supplement the curriculum Users can choose which resources are most helpful for inclusion in your course.

We invent with, not for our intended beneficiary.

NATIONAL SCIENCE FOUNDATION CONVERGENCE

The National Science Foundation (NSF) defines convergence as the deep integration of knowledge, techniques, and expertise from multiple fields to form new and expanded frameworks for addressing scientific and societal challenges and opportunities. Convergence refers to not only the convergence of expertise across disciplines, but also the convergence of academic, government, and industry stakeholders to support scientific investigations and enable rapid translation of the resulting advances.

It is driven by a specific and compelling problem arising from either deep scientific questions or pressing societal needs. It shows deep integration across disciplines. Convergence research intentionally brings together intellectually diverse researchers to develop effective ways of communicating across disciplines. As experts from different disciplines pursue a common research challenge, their knowledge, theories, methods, data and research communities increasingly intermingle.

New frameworks, paradigms or even disciplines can emerge from convergence research, as research communities adopt common frameworks and a new scientific language. In this sense, convergence research is similar to transdisciplinary research, which is seen as the pinnacle of integration across disciplines.

See complete report at DOI:10.1016/j.amepre.2013.09.001

LMIT INVENTEAMS

Lemelson-MIT InvenTeams are teams of high school students, educators, and mentors that receive grants up to $7,500 each to invent technological solutions to real-world problems. The InvenTeam initiative is administered by the Lemelson-MIT Program and supported under the School of Engineering at the Massachusetts Institute of Technology. The Lemelson-MIT Program is funded by The Lemelson Foundation. Learn more at lemelson.mit.edu

Currently, 16 InvenTeams have been awarded patents for their invention projects. This is not a requirement for the grant, but an example of how the InvenTeam experience leaves a lasting impression on the students, teachers and community.

2007ArdseyHghSchoo

ARDSLEY NEWYORK

Patent:Curbclmbng wheelchairattachment Systemofattachmentsthatcanbe fttedtoastandardwheechairto enabethewheelcharusertoc mb curbs bumps orotherobstructions

2009SanJuanHghSchool

BLANDNG UTAH

PatentTitle:Motorized lttertransportkts, methodsand devcesreatngthereto Adevcethatattachesto mosttypesofrescuelttersto mprove rescuespeedandreducethenumberof necessaryrescuepersonnel

2010CesarChavezHghSchool

LAVEEN ARIZONA

PatentTte:Physicaltherapychar Fu yadustabemotorzed charfor ndvduaswhomay needmob izatonassstance durngphysca therapy

2020GreenonHghSchool

GREENON OHIO

PatentTitle Anetsystem toreduceman-made debris n oca waterways Asystemtocapturehuman-made debrsinthesewersystemfrom enterngloca waterwayswh ea owng forfreefowofflud

2013NatckHighSchoo

NATCK MASSACHUSETTS

PatentTte:Mutcomponentrobotfor belowicesearchand rescue Remotelyoperatedrobotfor underwateror cesearchandrescue

2014SOARHghSchoo

LANCASTER,CALIFORNIA 2014 Benamin Banneker AcademcHighSchoo

PatentTtle:Alcoholsensngbracelet Boodacoho contentdetecton wristbandthatuses amnaturesensor

WASHNGTON DC

PatentTte:Doorsecurtyapparatus Mechansmthata owsteachers toremoteylock cassroomdoorsin theeventofa lockdownsituaton

2015ConcordHghSchoo

WILMNGTON,DELAWARE

PatentTtle:Obect detectonandremoval apparatus Apparatustobeusedinhosptaltextie fac testhatattachesto aundry conveyorbetsanddetectsand removesforegnobects

2018NortheastHghSchoo

OAKLANDPARK FLORIDA

PatentTte: MosquitoAgitationDevice,System andMethod Adevcetodsruptthedevelopmentof mosqutolarvae nbodesofwater

2017PoolesvleHighSchoo

POOLESVLLE

PatentTtle:Currencysorting mechansmsandmethods Currencynotesortngdevcethat identfesdenomnatonandde vers notestoawa etwthrespectve brale markedsots

INVENTION EDUCATION PROCESS CURRICULUM

INTRODUCTION

The IvE Process Curriculum is a groundbreaking learning initiative that combines the power of invention with the liberation of entrepreneurship to allow real people to identify real problems in their community and create real solutions. Our proven approach gets students on the pathway to invention where they may reap the benefits of the innovation economy.

The Ive Process Curriculum:

Uses an open-ended inquiry and problem-finding approach to guide multidisciplinary teams of students, working online and in and out of the classroom, as they solve problems within their communities.

Catalyzes innovative solutions to social problems with the potential to be protected through a patent or trademark and to generate new businesses.

Supports the creation of for-benefit enterprises that include a social purpose in their mission.

SEPTEMBER

INTRODUCTION

OCTOBER

NOVEMBER

PROBLEM DISCOVERY

USER PROFILE

DECEMBER

SOLUTION EXPLORATION

JANUARY

FEBRUARY

MARCH

APRIL

MAY

ENGINEERING DESIGN PROCESS

TEST + ITERATE

ENTREPRENEURSHIP + BUSINESS

This IvE Process Curriculum is designed to span an entire school year.

While there will be variation within each class, it is expected that students will spent the first semester identifying a good problem to solve. The second semester will be dedicated to building an invention to solve the identified challenge.

The IvE Process Curriculum serves as a "base" for the creation of your students’ invention journey – much like the base of a soup. Akin to creators in the kitchen, one must begin with a strong base, and then add different flavors according to your taste and interest.

LMIT is working with teachers from different academic disciplines and industry experts across the nation to develop the following flavors of the IvE Process Curriculum course in the following fields:

Entry points through knowledge, skills, and interests:

STEM

STEAM

Arts

Humanities

Robotics

Coding

Career & Tech

Fab Labs

Maker Spaces

Computer Science

Sports

Music

Ed

Agriculture

Transportation

Entrepreneurship

Participatory Youth

Action Research

Shoe Design

CAPSTO INTRO

This introductory component of the capstone project will help you prepare for the project you wish to undertake. You will need each team to work individually and as a team to identify resources in your local community and personal network. Your success will depend on having ongoing engagement with informants and your team throughout the process as you complete your invention capstone project.

A successful project plan will include the following:

A coach to oversee and approve all interactions and activities with adults in your community

A list of potential co-designers and expert consultants (this could be any of the following: teachers, family members, neighbors, friends, friends of friends, hospitals, physical therapy centers, occupational therapists, counselors, online support group, etc)

Time to perform an introductory interview and subsequent survey of activities that the person would like to engage in more independently

Demonstrated ability to review your initial set of possible target activities to explore if there are common adaptations of AT in use by others or by your co-designer

Demonstrated ability to work with co-designer to prioritize the target activity that could benefit from explorations and innovations

Willingness to be exposed to these design opportunities without trying to only see what you think you know how to solve.

CAPSTO INTRO

Before thinking about something you could build, you must learn about the details and constraints of the situation and have willingness to slow down and wait to learn...

What is the activity you want to do, What each stage of currently trying to do the activity is like, What factors make it unpleasant or impossible, Why doing the activity more independently matters to the individual, What it feels like to accept the many things you cannot change in a single project,

What it feels like to look for things that do not yet have easily discoverable workable solutions, and

A lot of stuff you do not know now, you will not know during the project, and you will forget others do not understand. Since everyone's problem will be different, we strongly encourage you to do two things: document your process, and get feedback from others. Asking for feedback on your ideas is strongly encouraged. But always write up your own work, and acknowledge when suggestions were given by others.

CAPSTON DESIG

Design reviews are in integral part of the invention and product design process. It is a step in the process where a team can present and check their product ideas and prototypes against the requirements that have been developed, to see if they are on the right track. It's also a good time to check project scope (whether the idea might be too complex, or could use more features), as well as get directed to useful resources.

Standard engineering classes at MIT all follow a similar format, which closely resembles what happens at design firms and engineering companies.

Teams are required to complete four design reviews: two peer reviews with another teams, and two mentor reviews. The requirements and suggestions for the peer reviews are presented below. Presentation requirements (e.g. format) are strict, but specific content may vary depending on the team and their progress. General tips on documentation and presentation are given in Part 2 of the Your Project section of the course.

All design reviews should be student-led. Team coaches should not be primary presenters in any design review. Presenting teams should fill out the corresponding Design Review Checkoff form after immediately after giving peer review presentations, or submitting mentor review videos.

CAPSTONE PEER

Barring any exceptional circumstances, these should be done live over a video call, or in person if possible. Peer reviews can be done with more than one other team at the same time to get additional feedback (e.g. three or four teams arrange a video conference and present to each other in turn). If there are multiple teams in the school school/organization, it is preferred that those teams do not do their official peer reviews only with each other (though they should certainly practice with each other, if possible). Teams must arrange their own peer reviews with at least one other team. Not every member of the reviewing team is required to be present, but at least two people other than the presenting team must be present. We recommend using the Challenge Discord #looking-for-peer-reviewers channel to arrange peer review. We also recommend that teams do mutual reviews - taking turns presenting and asking questions during a given review session. All peer review presentations should be followed by a Q&A period for the presenting team.

CAPSTONE EVALUATION MENTOR REVIEWS

Because of the number of teams in the Challenge, mentor reviews are asynchronous. Teams will record a video presentation that shows their presentation, the speaker(s), and any product demonstrations. Feedback will be given by multiple mentors. Challenge staff will try to match mentors and projects with the most appropriate expertise when possible.

INTRODUCTION

WHAT IS AN INVENTION?

An invention is a unique or novel device, method, composition, idea or process.

An invention may be an improvement upon a machine, product, or process for increasing efficiency or lowering cost. To obtain a patent for an invention, the invention must meet four conditions:

REDUCED TO PRACTICE

WHAT IS INNOVATION?

Innovate (verb)

Make changes in something established, especially by introducing new methods, ideas, or products

Business leaders, scientists, and engineers must constantly look for new ways to innovate because you can't solve many problems with old solutions.

Innovation is a product, service, business model, or strategy that's both novel and useful.

Innovations don't have to be major breakthroughs in technology or new business models; they can be as simple as upgrades to a company's customer service or features added to an existing product.

WHO INVENTS?

In recent decades, women and under-represented minorities (URM) have been increasingly represented among degree holders in science, technology, engineering, and mathematics (STEM) fields, but there has not been a commensurate increase in representation among patent holders or STEM occupations.

Racial and ethnic gaps persist among inventors. What are the implications for innovation?

A significant lack of diversity in terms of inventor demographics exists in the U.S. patent system. Estimates suggest that only 5% of U.S. patent holders (regardless of gender) are a race other than Asian or White, an occurrence referred to as the racial/ethnic gap in patenting. CookLD,GersonJ,KuanJ.Closingtheinnovationgapinpinkand black.EntrepreneurshipInnovPolicyEcon.2022;143-66.

We find striking differences in the focus of the inventions being created by URM inventors, particularly at the intersection of gender and race:

URM men are much more likely than all other groups to work on consumeroriented inventions and less likely to work on health care inventions

URM women are similar to non-URM students in being most likely to work on health care inventions

Differences by field of study show that URM men are more likely than other groups to come from business, and URM women are more likely to come from biological sciences.

DIVERSITY OF INVENTORSHIP

Diversifying American inventorship could bring significant economic benefits by stimulating the development and commercialization of more innovative ideas drawn from experience across the socioeconomic spectrum, as well as social benefits by promoting a more inclusive society.

Diversifying inventorship could also motivate the hiring of diverse individuals in an effort to inspire more diverse products, including innovations designed to benefit underrepresented populations.

A similar advantage could be afforded to inventions designed to benefit other minority groups e.g., a hair care appliance for use with afro curly hair, or assistive technologies designed with people experiencing a disability. Patent applications for both such inventions were filed in recent years, but without any special status due to their subject matter.

https://doi.org/10.21300/22.3.2022.8

USPTO Has Ways to Improve Patent Diversity and Inclusion

Dianna G El Hioum and Gregory Logan Fox Rothschild LLP

THE GENDER GAP IN INVENTING

Recent studies that make visible the small percentage of women receiving patents served as a catalyst for this paper. An analysis of 2010 data showed that there was a 1:4 ratio for patents granted to female lone inventors or all-female teams when compared to male lone inventors or all-male teams (Milli et al., 2016).

"Female Inventors’ Contributions to U.S. Economic Growth"

Stephanie R. Couch and Leigh B. Estabrooks

Lemelson-MIT Program, Massachusetts Institute of Technology

June 29, 2020

https://doi.org/10.21300/22.3.2022.8

EARLY AND CONSISTENT EXPOSURE TO INVENTION MATTERS

Innovation is major contributing factor to a nation’s economic success and can improve the well-being of individuals and communities

Inventiveness can be developed through early and consistent exposure to the iterative and recursive process of inventing (Bell et al., 2018; Root-Bernstein et al., 2019)

Programs have been created to increase the number of diverse individuals within the invention ecosystem (IvERC, 2019)

Issues with access to invention education programs because invention education is not offered within the school day (IvERC, 2019)

Embedding invention education in the school day democratizes access to invention education.

STRENGTH FROM CULTURE AND COMMUNITY

"Researchers who focus on innovation and invention provide empirical evidence of the benefits of drawing on diverse ideas throughout the invention process; however, the majority of inventors obtaining patents in the United States are White or Asian, males with advanced science, technology, engineering, or mathematics degrees

By relying primarily on the ideas and inventiveness of homogenous groups, the United States is losing out on diverse and valuable funds of knowledge, which could contribute to groundbreaking innovations to improve peoples’ everyday lives and the nation’s global competitiveness.

Considering that one in four students in the U.S. school system identifies as Latinx, and by 2050, one in three U.S. Americans will identify as Latinx, drawing on the rich cultural knowledge found within Latinx communities is essential for fostering innovation and invention in the diverse U.S. society.

https://doi.org/10.21300/22.3.2022.4

ANYONE CAN INVENT

Narrative research shows that anyone can invent (Saenz and Skukauskaite, 2022), but those with these 4 attributes are more likely to identify as inventors:

an understanding of inventing as problem solving

positioning family members as problem solvers or engineers.

the importance of recognition from others when identifying as an inventor

strength in math

INCLUSIVE INNOVATION

Thisisnotrocketscience:Whenyouhave moreperspectivesatthetable,yougeta morediverseandmoreinclusiveresult, period.Thereareaplethoraofother tablesthatIneedtohaveaseatat,but that’swhatI’mworkingtoward.

Dasia invented a medical suture that uses beet juice to indicate when surgical wounds have become infected. Dasia's invention was born out of her equity work. She was inspired by research that showed that Black people are disproportionately affected by post-surgical complications, including infections. This is because diagnosable signs of infection like redness of the skin and swelling don’t appear as easily on darker skin tones.

-DasiaTaylor

bitly/3p3sKgp

STRENGTH FROM CULTURE AND COMMUNITY

STRENGTH FROM CULTURE AND COMMUNITY

INTRODUCTION TO INTELLECTUAL PROPERTY

PROTECTING YOUR INTELLECTUAL PROPERTY

Since the course is all about invention, it is important for educators and students familiarize themselves with the United States laws that protect the intellectual property of inventors.

Being informed enables you to choose whether a patent is something you want to pursue. It is important to keep in mind that not all inventions are patented. Some inventors purposefully do not seek a patent with the idea that their inventions are immediately and widely available. This openness can spur further invention since anyone can access it and make adaptations. To keep options open, students should adopt the habit of recording and dating their work, including early sketches and research. This practice will be useful for future science exploration and invention

IDENTIFY AND PROTECT YOUR INTELLECTUAL PROPERTY

Intellectual Property Identifier: Learn to identify and protect your intellectual property by visiting the USPTO IP Identifier website.

WHAT IS A PATENT?

A patent is one type of intellectual property that can be legally protected through the U.S. Patent and Trademark Office (USPTO). According to the USPTO, an invention is considered patentable if it meets three requirements:

Whoever invents or discovers an eligible invention may obtain only ONE patent. There is a prohibition against double patenting. The courts have rules that a claimed invention must fall within one of the four eligible categories of invention. Third, a claimed invention must be useful or have a utility that is specific, substantial and credible.

Eligible Categories of Invention

1.

2.

3.

4.

Process Machine Manufacture Composition of matter

*There are special considerations for living subject matter

1.

2.

3.

TYPES OF PATENTS

According to the U.S. Patent and Trademark Office, patents provide legal protection to inventors’ intellectual property by excluding others from profiting from their property in the U S for a specific amount of time, in exchange for the inventors’ disclosure of their ideas according to the criteria for granting a patent. There are three different types of patents:

Utility patents are granted to inventors who discover a new and useful process, machine, article of manufacture, or a new and useful improvement.

Design patents are granted to those who invent a new, original, and ornamental design for an article of manufacture. Finally, a plant patent is granted to an inventor who invents a new variety of plant.

Utility: functional, novelty

Design: new, original, and ornamental design

Plant: Asexually reproduced plant varieties

PARTS OF A PATENT

The basic components of a U.S. patent are: patent number, title, inventors, assignee (optional transfer of intellectual property to a company or other individual), abstract (short overview of invention),drawings, description (technical details), and claims (legal information). To learn more about the patent process, visit: http://uspto.gov/.

The Disclosure:

Drawings (as needed for clarity)

Background of the Invention

Brief Summary of the Invention

Detailed Description of the Invention Claim(s)

ORGANIZATIONAL CONSIDERATIONS

The following section contains organizational documents to assist and guide educators through the invention process with their students.

ENGINEERING DOCUMENTATION

An engineering journal is a special notebook where engineers write down their thoughts, ideas, and important information related to their projects and inventions. It's like a personal diary, but specifically for engineers to keep track of their work and discoveries.

Here's what you might find in an engineering journal:

Project Descriptions: Engineers use their journals to describe the projects they're working on They explain what they want to create, how they plan to do it, and what problem they are trying to solve. It's like writing a story about their engineering adventure!

Sketches and Drawings: Journals often include drawings and sketches. Engineers use these to visualize their ideas and designs. They might draw diagrams of machines, buildings, or other inventions they are working on. These sketches help them plan and communicate their ideas to others.

Notes and Observations: Engineers jot down important notes and observations in their journals. For example, if they conduct experiments or tests, they record their findings and any interesting observations. These notes help them keep track of what they've learned and remember important details.

Calculations and Formulas: Engineering involves a lot of math and calculations. Engineers use their journals to write down formulas, equations, and calculations related to their projects. It's like having a personal math guide handy to solve problems and make sure their designs are accurate.

Problems and Solutions: Sometimes, engineers face challenges or problems while working on their projects. They use their journals to document these issues and brainstorm possible solutions. It's a way for them to think through problems and come up with creative ideas to overcome obstacles.

Reflections and Improvements: Engineers often reflect on their work and think about how they can improve their designs or processes. In their journals, they write down their thoughts, ideas, and plans for making their projects even better. It's like having a space to dream big and imagine the possibilities

An engineering journal is a valuable tool for engineers because it helps them stay organized, remember important details, and track their progress. It's a place where they can document their ideas, solve problems, and make their inventions come to life.

ENGINEERING DOCUMENTATION EXAMPLE

INSTITUTIONAL REVIEW BOARD

GAANT CHARTS

A Gantt Chart in which a series of horizontal lines shows the amount of work done or production completed in certain periods of time in relation to the amount planned for those periods.

Use the following questions as you create your timeline.

How will your plans go wrong?

Have students sprint through the engineering design process in one day. Use as critique for how you would approach the real problem

PROJECT MANAGEMENT

Effective project managers possess the skills necessary to manage teams, schedules, risks, budgets, scope, and stakeholders to produce a desired outcome. Students analyze the impact of organizational change management theory and explore project management with a practical, hands-on approach through case studies, team assignments, and individual contributions. A key and often overlooked challenge for project managers is the ability to manage without direct influence, gaining the support of stakeholders and access to resources not directly under their control.

EXAMPLE

Trello is the visual work management tool that empowers teams to ideate, plan, manage, and celebrate their work together in a collaborative, productive, and organized way.

Technology can help with project management.