Inventioneering Modules

Steven DenkeNathalea Silva

Kristoffer Guiang

Who Should Create the Modules?

Professors

• Will create all of the higher level modules

• All modules that require the use of expensive or dangerous lab equipment.

• Can work with students to assist in actualizing the highest potential of the module.

Open Source / Students

• Any person can create a module for the course, but it will have a certain level of approval first.

• Outside companies can recruit students to create  modules for their employees.

• Outside companies can create modules that will help students learn in the form of an internship or working on projects with that company.

Who is in charge of each Module?

• Professor for each class.• Large amount of advisors for the whole Inventioneering

College.• Each Major / College has it's own advisor that will work

directly with the Inventioneering students in that professor's specific disciplineo Note: Similar to the Honors College advising process.

Mentorship

Students will meet with an inventioneering advisor at the start and completion of each module. 

Advisors will consist of individuals from each department who will oversee the modules associated with their department, i.e a professor of biology to advise students taking a module in building a DNA Nanowire. (Similar to how the Honors College does it with each major/school).

Students can also contact outside mentors for help. Students will have to show how these mentors are qualified to help in order for them to be a part of the project. (Similar to a Barrett Thesis defense third reader).

Structure of Modules

Category 1: Higher Modules    Design Space Level certification        Level 1        Level 2        Level 3

Category 2: Lower Modules    Subject Based Modules        Math        Science.Minor course work that will put students on the fast track to learning only what is required for them to move forward. i.e. A course on "What is DNA?" would be required to do the DNA Nanowire module.

Structure of Module

Why do the modules exist?Subject-basedto learn prerequisite knowledge necessary to pursue MODULE modules[from Kris’ college of inventioneering proposal:] For the most part, a student is double-majoring in inventioneering and something closely related to their interests - as such, many prerequisites (like physics or calc for engineers) will already have been taken. 

In other cases, unattained pre-requisite knowledge may be much more narrow than what an entire course would cover - in these cases, it would not make sense to take the entire course, and so subject-based modules would be more appropriate for the student to take. example: the entire human physiology class vs just the respiration module

Structure of Module

Inventioneering Classes:why not make them all modular?Failure 101Intro to Inventioneering (ASU 101)Sustainability module

Length:4-5 week modules for level space certification, subject-based,              inventioneering classes        Allows one to take 3 in a semester. Can offer each 3x in a semester so schedules can be more flexible.        A Nanowire-level modules may take up to a whole semester.        Allows larger modules

Evaluation Methods

EvaluationSubject-based and inventioneering classes         Assigned instructors will evaluate the student’s progress and success                               Final evaluation by exam or demo as appropriate supervised by instructor      and advisor as necessary.        

Module DesignSimilar to how the Honors College has faculty liaisons in every department, there should also be an inventioneering advisor in every department. 

This advisor will have final approval of any new modules added to, or proposed to the catalogmodule. 

Instructors answer to the inventioneering department advisors. Advisor gives final approval of a student’s module completion and success.

Evaluation

Level Space Clearance:All level spaces will require clearanceobviously, serious risk and investment is involved in student access.

        Example: if a level 3 space does HF etching, there’s real safety concerns.

There will be protocols designed for each department that will determine when and how students will access the different level spaces.

Inventioneering Module

Intro to Failure

Intro to Failure

• Start off by taking on a very difficult project where the chances of success are slim.o This gives the student the ability to work through and

realize that it's ok to fail.o They will learn from their mistakes and be better

equipped for future projects or at that point they can make a more educated decision about their future goals and if they want to pursue this path of education.

Subject Module

Human Respiration

Human Respiration

        who’s in charge?    --biology faculty, specialty in human physiologyhow long is it?    --5 weeks        what do we want to learn?--respiratory system mechanics, chemistry--relation to pulmonary system--relation to endocrine system         how to teach it?--video lectures--assignments          practical learning?--probably not as appropriate here. assignments, quizzes...evaluation         --it’s essentially just rushing the class        --comprehensive final exam would be appropriate

Level (2) Space Clearance

Dance Motion Capture

Dance Motion Capture

          Who’s in charge?--Dance faculty (vessicaro). Maybe biomedical faculty (abbas).         -- Someone with a mo-cap lab.How long is it?--5 weeks. A motion capture lab isn’t particularly dangerous, so while safety is         covered, equipment use is the focus of the classWhat do we want to learn? --how to mo-cap        --common mo-cap equipment operation         --what is it useful for?How to teach it? --intro to the equipment         --demonstration by techniciansPractical Learning--2-week training program (it’s already standard)        --participation in recordings for the lab (incentive to do well)Evaluation--faculty in charge assesses ability.--approval gives pre-scheduled clearance to access lab under normal conditions

MODULE

CGI Movie Making

CGI Movie Making

    who’s in charge?    -- Film professors or other experts that work in the ASU filming areas            -- Outside computer animation and graphic design experts    how long is it?    -- Semester-long    what do we want to learn?    -- How to work on a team to make a full featured film (doesn't have to make one)    -- Best design principles for working with CGI    -- Using computer software ex: Blender    how to teach it?    -- Start off with simple short CGI clips    -- Work up to a longer video    practical learning?            -- Work in a high performance computing area     evaluation            -- Movie Festival with judges            -- Group feedback from the class

Sample Module    

Intro to Failure

Module Format

Weekly seminar format    Brief lecture by managing faculty    Guest speaker - faculty, inventor, inventioneer, entrepreneur...

Homework    Weekly        TED talks or other videos            discussion board            written response

 Module project       Project explicitly setup for failure        Students analyze what was learned            Relevance            Means of avoiding failure

Week 1Educational VideosJ.K. Rowling - TED talk: The Fringe Benefits of Failure http://www.ted.com/talks/lang/eng/jk_rowling_the_fringe_benefits_of_failure.html

In Class: Guest speakers will come in who has experienced failure and discuss success. 

Introduction to Supplemental Materials: Great Failures of the extremely successful by Steve Young. This material will be read throughout the duration of the course.

Homework: Students will write a short reflective essay on the chapters that are assigned for that week.

Week 2

Tina Selig: http://ecorner.stanford.edu/authorMaterialInfo.html?mid=1464

In Class:    - Students will start project that they will have to present soon             (most students will not succeed on this project)    - Learn the basic principles of failure / success    - Brainstorm ideas for the project or students will just be given a project idea         Example: Egg drop challenge            Restrictions on each group's efforts - materials, methodsHomework:    - Students will begin doing research for their project     - Write reflective essay.

Week 3    

In Class:    - http://www.ted.com/talks/kathryn_schulz_on_being_wrong.html

Will read supplemental material: John Maxwell's Failing Forward: Turning Mistakes into stepping stones for Success

Week 4

In Class:    -  Read articles and discuss in class        - Business Week: How Failure Breeds Success http://www.businessweek.com/magazine/content/06_28/b3992001.htm        - 99%: 9 Reasons Why Failure Isn't Fatal http://the99percent.com/articles/7057/9-Reasons-Why-Failure-Is-Not-Fatal    - Egg Drop Demonstration!

Will be assigned reading from Jonh's Maxwell's "Turning Failure into stepping stones of success." 

Homework - short reflective on on readings assigned and readings discussed in class.

Week 5

In Class:    - Students will present projects they began in week 2     - Focus on discussing what students did wrong and could have changed    - Look at the student(s) that may have actually finished the project and see what they did to succeed.

Grading:    - Final grading based on effort the student put into presentation and what they learned from their (likely) failure.