Power Engineers sometimes lack an important area of the engineering profession: Intellectual Property Education. Intellectual Property (IP) encompasses the intangible “stuff” which is what power engineering is all about — original thought, invention, and progress. The three traditional areas of IP are copyrights, trademarks, and patents. A power engineer cannot protect his or her interest and truly benefit society, whether it be an invention, expression of idea, or some other non-tangible property, without understanding these three IP areas. Power engineers are not to be blamed; IP has not been incorporated into the engineering discipline. Unfortunately, with the lack of IP instruction, power engineers may be ignorant as to the protection of their creations. This impacts their futures as they will be entering the creative field of power engineering without IP knowledge and may miss precious opportunities to benefit from their creations. Of course, this lack of IP knowledge does not help the power engineer or the progression of power engineering. This paper, written by a patent agent and patent attorney, both holding doctorate degrees in computer science and electrical engineering, respectively, will introduce the concepts of intellectual property in an easy-to-understand format. The authors will cover all three traditional areas of IP: copyrights, trademarks, and patents. Within each, specific examples will be given with respect to power engineering. With the knowledge presented, the power engineer should be able to identify the type of intellectual property needed to protect his or her works.
Engineering education is not addressing one of the most important areas of the engineering professional: Intellectual Property. Intellectual Property (IP) encompasses the intangible "stuff" which is what engineering is all about-original thought, invention, and progress. The three traditional areas of IP are copyrights, trademarks, and patents. An engineer cannot protect his or her interest, whether it be an invention, expression of idea, or some other non-tangible property, without understanding these three IP areas. Engineering educators should understand that IP has not been incorporated into the discipline. Educators should also note that by the lack of IP instruction, engineering graduates are ignorant as to the protection of their creations. This impacts their futures as they will be entering the creative field of engineering without IP knowledge and may not protect their rights. Of course, this does not help the student or the progression of engineering. This paper, written by a patent agent and patent attorney, both holding doctorate degrees in computer science and electrical engineering, respectively, will introduce the basic concepts of intellectual property and show ways to introduce IP into an engineering curriculum.
Intellectual Property (IP) is oftentimes overlooked in engineering education, but should be center stage. In performing any type of research, a student should access all intellectual property, not merely cite copyrighted references. This includes patent and trademark searches, which can be easily incorporated into any engineering assignment. Teaching and using IP in an undergraduate engineering curriculum does not need to replace any ABET (Accreditation Board for Engineering and Technology) or any other accreditation board criteria. In fact, it reinforces the goals of accreditation; of the eleven criteria required under ABET Criterion 3, stating the requirements for engineering graduates, IP knowledge would be included in seven, including "an ability to design," "a knowledge of contemporary issues," and "an understanding of professional and ethical responsibility." IP encompasses design and identifies the latest contemporary issues associated with engineering. More importantly, it is an engineer's professional and ethical responsibility to research claims prior to publication or use. Also, it the engineering educator's responsibility to teach future engineers how to protect his or her rights of creation. For example, does every student know the connection between presenting research in a public forum and the time to file a patent on this research? Yet, by ignorance alone the student may lose his or her rights for a patent by not knowing this connection. Educators must note that by the lack of IP instruction, students are unaware as to the protection of their creations. This impacts their futures as they will be entering the creative field of engineering without IP knowledge and may miss precious opportunities to benefit from their creations. This paper, written by a patent agent and patent attorney, both holding doctorate degrees in computer science and electrical engineering, respectively, will introduce the concepts of intellectual property with respect to engineering and examine ways to introduce IP into an undergraduate engineering curriculum.
Abstract-In this paper, the electromagnetic spectrum strategy for the Department of Defense (DoD) is discussed. The desired outcome of this strategy is to improve mission success by effectively accessing the spectrum and denying adversarial usage. This overall challenge offers many opportunities for business and research.
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