G+-+Parlor+C+-+Student+Intellectual+Property?

Written by Young Kim

Attended by Joan Binzen (Millbrook School)

The reason why I want to explore student intellectual property in k-12 schools is because one of my students designed a unique product. I led a independent project with him using 3D design for service learning. The end product became something that can be mass produced and marketed as a children's educational toy. As we continue to have the tech tools that can lead to entrepreneurial products or services created by young students, how do we help the student take it to the next level? Some of the student's parents have access to lawyers and researchers to help take it to market. Therefore, the opportunity is there for a young inventor's idea to blow up. Even crowd sourcing can be a method to take an idea to market.

Some questions I have: Is there language in the school's policy regarding ownership of student ideas develop within the school walls? How much can a school profit from a student's idea that was developed with a teacher? Technically, all the work done by teachers in schools are owned by the school. To what extent do teachers have ownership of their ideas? Does this policy of school ownership of ideas draw inventive teachers away from sharing in schools? Is there a way for schools to compromise on the ownership of ideas? Can students fill out copyright applications (with permission of parents) in school and take sole credit?

One of my inspirations (http://www.inventions-handbook.com/kid-inventions.html) "Becky Schroeder was only 10 years old when she came up with the idea of the glo-paper. Two years later, in 1974, her invention was patented and she became the youngest female to ever receive a patent in the united states. The idea came to her when she tried to do her homework in the family car, while her mother shopped for groceries. It was getting dark, and she couldn’t see her notebook very well. She didn’t have a flashlight and imagined how nice it would be to have a paper that glows in the dark and allows you to write effortlessly without light."

I would love to keep in touch with other people who are curious about this curricular potential in schools.

Thanks Young Kim ykim@lfny.org