Inventioneering Modules Steven Denke Nathalea 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 discipline o 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-based to 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 101 Intro 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 Evaluation Subject-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 Design Similar 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 catalog module. 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 clearance obviously, 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

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

who’s in charge? --biology faculty, specialty in human physiology how 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

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 class What 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 technicians Practical 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

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 1 Educational Videos J.K. Rowling - TED talk: The Fringe Benefits of Failure ailure.htmlhttp:// ailure.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: 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, methods Homework: - Students will begin doing research for their project - Write reflective essay.

Week 3 In Class: - 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 b htm - 99%: 9 Reasons Why Failure Isn't Fatal 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.