Citizen Engineers in ActionWe package engineers as pr.docx

Citizen Engineers in Action
“We package engineers as problem solvers rather than creators
and innovators
who address the grand challenges of our time—environmental
contamination,
world hunger, energy dependence, and the spread of disease . . .
How did we let this happen?”
—Jacquelyn F. Sullivan,1 co-director of the Integrated Teaching
and Learning
Program at the University of Colorado at Boulder
Around the world, Citizen Engineers are making a real
difference inimproving the quality of life. Some are working in
the companies youpass by every day, making a difference in the
products that we use in
our daily routines. Others are applying their passion and
expertise to solving
fundamental problems that people face. As a conclusion to this
book we
thought we’d highlight a few inspiring examples of the kinds of
things real-
world Citizen Engineers are working on today.
Engineers Without Borders (EWB), a nonprofit humanitarian
organization,
is partnering with developing communities worldwide in order
to improve

their quality of life. This partnership focuses on the
implementation of sus-
tainable engineering projects, while involving and training
internationally
responsible engineers and engineering students. Here are just a
few of their
recent projects.
• In Bulandshahar, Uttar Pradesh, the student-teacher duo of
Niruttam
Kumar Singh and Harvansh Yadav have made a cow dung
battery
that lights up electric bulbs, charges mobile phones, and brings
alive
radios.2
• Undergraduate engineering students are currently building a
bridge
across a gorge in a small town in Nicaragua. The students have
sur-
veyed the entire project site and are now in the process of
designing a
bridge to span the gorge and allow for pedestrian travel during
the
rainy season.3
• Thousands of residents of rural villages in India are receiving
quality
eye care thanks to a collaborative effort between an Indian
hospital
215
17

network and the researchers at the University of California,
Berkeley,
and at Intel Corporation who have developed a new technology
for
low-cost rural connectivity.4
• Engineers at PlayPumps International designed the PlayPump5
water
system, which provides easy access to clean drinking water,
brings joy
to children, and leads to improvements in health, education,
gender
equality, and economic development. Installed near schools, the
PlayPump system doubles as a water pump and a merry-go-
round. It
also provides a way to reach rural and peri-urban communities
with
potentially life-saving public health messages.
In Panama, students and researchers are using small wireless
sensors to
help answer big environmental questions. Warren Wilson
College and CREA,
a nonprofit organization in Panama, are implementing a
geographic informa-
tion system (GIS) and wireless sensor network on the 1,000-acre
Cocobolo
Nature Reserve in Panama. Tiny Sun SPOT sensors6 will
provide an inexpen-
sive, easy-to-program platform for monitoring all kinds of
things: the impact
of deforestation on an ecosystem, plant and insect activity in a
rainforest
canopy that’s 60 feet off the ground, or small changes in local
atmospheric

conditions that reveal broader meteorological patterns. “This
network will
allow students to ask big questions and get meaningful
answers,” says
Warren Wilson College Geography Professor David Abernathy,
who is over-
seeing the implementation of the sensor network. “We’re
extremely excited
about the possibilities for our research.”
At Rice University, graduate students are using nanotechnology
and
biotechnology to create high-performance and cost-effective
water treatment
systems and create the information needed to ensure that
emerging technolo-
gies evolve in an environmentally responsible and sustainable
manner.
Engineers at Tesla Motors will have a profound impact on the
environ-
ment—whether or not their start-up company succeeds in the
marketplace. By
proving that a high-performance electric car with zero exhaust
is now tech-
nologically feasible, Tesla engineers have already radically
altered consumer
attitudes about electric vehicles and accelerated industry-wide
development
of new energy-efficient technologies.
Engineers at Global Research Technologies (GRT), a
technology research
and development company, and Klaus Lackner from Columbia
University
have demonstrated a new technology that captures carbon from

the air. In the
“air extraction” prototype, sorbents capture carbon dioxide
molecules from
free-flowing air and release those molecules as a pure stream of
carbon diox-
ide for sequestration.
216 CITIZEN ENGINEER
This new technique has met a wide range of performance
standards in the
GRT research facility. “This is an exciting step toward making
carbon capture
and sequestration a viable technology,” said Lackner in an
interview with The
Earth Institute at Columbia University. “I have long believed
science and
industry have the technological capability to design systems
that will capture
greenhouse gases and allow us to transition to energies of the
future over the
long term.”7
And you don’t have to be an international conglomerate to
practice the
lifecycle approach to engineering. As showcased in an issue of
Newsweek
magazine, a small-scale project in Brazil shows how
collaborative engineer-
ing can create an environmentally responsible business that also
benefits the
environment.8 José Roberto Fonseca, an engineer and
environmentalist,
found an opportunity for farmers to grow their way out of

poverty. He
devised a scheme for using solar power in a desolate, semidesert
area of Brazil
to irrigate suspended gardens of red, orange, and yellow hot
peppers, which
could then be chopped, bottled, and exported as gourmet
vinaigrette.
Fonseca’s solution was based on hydroponics. The pepper plants
are grown
in water laced with nutrients on a wooden trellis crisscrossed
with ultrathin
irrigation tubes. At first, his team drew well water and filtered
away the salt
using a solar-powered desalinator. Now the community taps a
natural spring
and lets gravity bring the water to the plants. A bank of
photovoltaic (PVC)
panels powers pumps that keep the water flowing. A “daisy
chain” of inven-
tors and entrepreneurs are involved in the production process.
An agronomist
and an engineer designed the hydroponic gardens; a nutritionist
taught vil-
lagers the secrets of making spices and condiments; an
economist worked up
a business plan; and Fonseca built a distribution network with
start-up
money from international benefactors. “He thought it through,
from the soil
down to the dinner table,” says John Ryan, head of the Virginia-
based
Institute for Environmental Development.
Today 11 family businesses in Baixas are making a good part of
their

income from the peppers, and economic prosperity has come to
one of the
poorest places on Earth—without harming the environment.
In another example, a partnership between Audi and UC
Riverside (along
with UC Berkeley) has resulted in a project called “Clean Air, a
Viable Planet,”
announced in fall 2007 at the Los Angeles Auto Show. The goal
of this proj-
ect is to reduce CO2 emissions by allowing drivers to determine
the greenest
route possible in current traffic conditions. The theory is that
any vehicle,
regardless of its fuel economy rating, will use less fuel getting
from point A
to point B if it can cruise at a constant speed rather than if it is
constantly
speeding up, slowing down, and idling in traffic. “Our goal is to
be part of a
real solution to the constant dilemma commuters face: What is
the best way
CHAPTER 17 CITIZEN ENGINEERS IN ACTION 217
to get there?” said Matt Barth, professor of electrical
engineering and direc-
tor of the College of Engineering Center for Environmental
Research and
Technology (CE-CERT), in an interview published on the UC
Riverside
Newsroom Web site.9 “Sometimes the best way to get there is
the one that
causes the least damage to the planet.”

218 CITIZEN ENGINEER
ContentsPrefaceAcknowledgmentsAbout the
AuthorsIntroduction: While You Were Busy Debugging…Part I:
Advent of the Citizen EngineerChapter 1 “Citizen Engineer”
DefinedResponsibilities of the Citizen EngineerKnowledge Base
of the Citizen EngineerChapter 2 How Engineering Got Its
Paradigm ShiftedChanges in the Nature of
EngineeringEngineering on a Whole New ScaleExternally
Driven Changes in EngineeringPerspectives on an Engineering
TransformationPart I: Summary, and What’s NextPart II:
Environmental ResponsibilityChapter 3 Environmental Impact:
The Big PictureEco-Responsible Engineering: An Enormous
OpportunityCore Challenges of Eco-EngineeringChapter 4
Beyond the Black Cloud: Looking at LifecyclesThe “Cradle to
Cradle” VisionChapter 5 A Pragmatic Approach to Lifecycle
AnalysisA Basic Lifecycle ModelAdditional Lifecycle
ConsiderationsEmbodied Energy and Embodied CarbonStarting
a Top-Level AssessmentChapter 6 Setting Priorities,
Requirements, and GoalsKnowing the LawBusiness
Requirements and OpportunitiesAreas of Greatest ImpactQuick
Wins and Low-Hanging FruitChapter 7 Energy and
EmissionsCommon Sources of EnergyCalculating Energy and
PowerEnergy Impacts: Finding the Cleanest Source of
PowerEnergy and GHG EmissionsPutting a Value on Carbon
(Dioxide!)Heat, Noise, Light, and Radio EmissionsProcess-
Related GHG EmissionsEnergy Efficiency in Product DesignAn
Example: Energy Efficiency in Data CentersChapter 8
Chemicals, Materials, and WasteChemistry and the
LawPackaging and DocumentationWaste and RenewalChapter 9
Water and Other Natural ResourcesSocial
ConsiderationsBusiness ConsiderationsCalculating the Water
FootprintTrading Virtual WaterOther Natural ResourcesChapter
10 An Example of Eco-Engineering: Interface, Inc.An
Aggressive Initiative with Very Specific GoalsChapter 11 Eco-
Engineering: The Grass Is Always GreenerCarbon Neutrality:

Good Start but Not EnoughGreenwashing and Green
NoiseMeasuring and Sharing with OpenEcoPart II: Summary,
and What’s NextPart III: Intellectual ResponsibilityChapter 12
Intellectual Property Law FundamentalsIP 101: Core
ConceptsPatentsCopyrightTrademarksTrade
SecretsNondisclosure AgreementsEmployment Contracts and IP
OwnershipTip Sheet: Inbound and Outbound IPHow to Protect
Your IP in Emerging MarketsBack to Patent Protection: The
Good, the Bad, and the UglyChapter 13 Open Source Software:
Licenses and Leverage“Free” Software LicensesNonfree but
Free-Sounding Software LicensesA Closer Look at the
GPLContributor AgreementsSoftware IndemnityChapter 14
Creativity and ControlMaximizing the Cycle of InnovationHow
We Got HereControl over InterfacesInnovation CommonsThe
Economics of Open SourceBeyond SoftwareBuilding an Open
Source Community: Practical Advice from a ProChapter 15
Protecting Digital RightsDigital Rights ManagementIs “Open
DRM” an Oxymoron?Fair Use and Other Concepts for Reducing
RestrictionsPart III: Summary, and What’s NextPart IV:
Bringing It to LifeChapter 16 Education of the Citizen
EngineerUpdating Engineering CurriculaAdvice for Engineering
StudentsAdvice for Engineering New HiresChapter 17 Citizen
Engineers in ActionAppendixLifecycle Phase ChecklistsThe
"Make" PhaseThe "Use" PhaseThe "Renew" PhaseRequired
Reading for Citizen EngineersNotesPhoto
CreditsIndexABCDEFHHIJKLMNOPQRSTUVWYZ
Education of the Citizen
Engineer
Where and how do you as an engineer strive to become a
CitizenEngineer? Right now there is only one answer: through

your owninitiative. Although many schools are developing and
evolving
programs in engineering ethics and the relationship between
engineering and
society, there is no formally accredited curriculum at a
university, no on-the-
job training program at a corporation, and no comprehensive
seminar or
online resource.
In the meantime, there are things you can do. We’ll assume you
always are
going to strive for excellence in your core engineering
discipline; that’s one
of the hallmarks of a great engineer. To become more of a
Citizen Engineer,
we urge you to do the following.
• Learn the relationships between what you do and the broader
social
interests of the environment, safety and trust, security and
privacy,
choice, and competition.
• Understand the law and public policy. If you complain about
the gen-
eral level of ignorance others have about science and
engineering,
turn it around. What’s your level of understanding about the
legal
and political systems?
• Participate in public dialogs regarding these topics. As an
engineer,
you bring skills and gifts to your local and national
communities—

from analytic reasoning skills to your constructive art. Think of
these
communities as your customer; listen, engage, and serve.
207
16
• Act on what you know and believe. Help to build innovation
com-
mons and vibrant communities that transcend your company and
your country: Participate, contribute, grow, and help them.
We are unapologetically idealistic: That is a very full list. But if
we are to lift
our profession and truly help to lead humanity through this
century—the cen-
tury of engineering—we have to imagine the possibilities and
work toward them.
At the core is education—expanding the very notion of what an
engineer is
and growing collectively who we are. Here’s a brief synopsis of
what schools
are doing to facilitate the education of the Citizen Engineer,
along with advice
from some of the people we’ve spoken with in preparing this
book.
With apologies to our global readers, we’ll focus primarily on
engineering
education in the United States. While the primary education
issues—especially
the state of math and science education—may currently be

unique to the
United States, the broader analysis regarding university
curricula is not. The
education programs of U.S. engineering institutions continue to
influence
programs at universities worldwide.
Updating Engineering Curricula
“The education system needs revamping. You’re teaching the
wrong stuff,
which is why I’m on your case all the time. You’re still
teaching the system
that is destroying the biosphere, and teaching the teachers to
perpetuate it.”1
—Ray Anderson, chair, Interface, Inc.
That assessment was made several years ago by one of the
leading advo-
cates for industrial ecology and sustainability. Does it still hold
true today?
Yes and no.
Clearly, something about the way science and engineering are
taught in
the United States needs revamping. Over a 27-year period, from
1975 to 2002,
the percentage of 24-year-olds in the United States who earned
first Science,
Technology, Engineering, and Mathematics (STEM) degrees
increased by 43%;
during this same period, that number quadrupled, on average, in
Taiwan,
South Korea, France, Spain, Mexico, and China.2

And according to a recent article from the National Academy of
Engineering, “Overall, the number of engineering B.S. degrees
earned by U.S.
students peaked in 1985, steadily declined through 1992, and
then came to
rest on a decade-long plateau. The number began to climb again
in 2002, but
is still lower than it was in the mid-1980s. Coupled with a
dramatic increase
in retirements expected in the next two decades, these numbers
signal a
208 C I T I Z E N E N G I N E E R
national imperative that we attract more—and different—U.S.
students to the
engineering fold.”3
If U.S. students are turning away from the field of engineering,
it is incum-
bent upon all of us to ask why. One crowd says U.S. students
don’t think they
can compete with the huge influx of engineering talent from
Europe and
Asia; another crowd says the bursting of the dot-com bubble has
removed
incentive because engineers can’t make the quick millions
anymore. We don’t
believe either of those things. We’ve seen no change in the
number of very
talented, technically savvy engineers coming out of U.S.
colleges. They seem
to get smarter every year, largely because of things such as
open source soft-

ware, which increase the volume of knowledge available to
them.
Clearly, there are many reasons why the ranks of U.S.
engineering students
aren’t growing as quickly as we’d like. One of those reasons, in
our opinion,
is that U.S. engineering schools are not fully tapping into the
energy that’s
building around environmental and techno responsibility.
Students really do
want to change the world, and are very focused on making a
difference in the
critical global issues of ecosystem sustainability, health,
education, economic
opportunity, and human rights. Engineering and technology can
have pro-
foundly positive effects on all of these, but our schools have to
be deliberate
in making these connections, or else the best students will be
attracted to
other avenues.
To be fair, a growing number of engineering schools are
beginning to rec-
ognize the growing importance of sociological, environmental,
and intellec-
tual property issues and are mixing these topics into the
traditional
curriculum. Better yet, some schools are introducing an
interdisciplinary
approach and creating new courses that attempt to broaden the
field of
study—and the perspective—of engineering students.
For example, at the MIT Sloan School of Management,

Professor Steven
Eppinger (currently deputy dean) has created an
interdisciplinary product
development course in which graduate students from
engineering, manage-
ment, and industrial design programs collaborate to develop
new products.
“An interdisciplinary approach is important because that’s what
it takes to
develop successful products,” says Professor Eppinger. “In
today’s companies,
innovation processes are collaborative and team-based. Critical
inputs to
product development come from many directions—engineering,
sales, market-
ing, finance, even legal. Yet universities have traditionally
taught in a
stovepipe manner. We teach industrial designers separately from
engineers,
separately from business students, separately from lawyers, and
we leave it
up to the students to make the connections between the
disciplines. For this
new generation of young engineers, those interconnections are
vitally impor-
tant. If you’re not content with designing just any old products
but you want
C H A P T E R 16 EDUCATION OF THE CITIZEN ENGINEER
209
to design products that really make a difference, engineers need
to know

something about business, about law, about the environment, so
they will ask
the right questions and seek inputs from other experts.”
Many other schools are now preparing interdisciplinary courses
or launch-
ing initiatives specifically focused on environmental
engineering and sus-
tainability. Here are some examples.
• Michigan State University offers a master of arts degree in
environ-
mental design, bringing a multidisciplinary approach to
professional
development, including acquisition of in-depth knowledge in the
area
of environmental design theory; development of problem-
solving
skills within an interdisciplinary professional context;
development of
technological expertise and knowledge base in a selected area of
envi-
ronmental design; and advanced ability in graphic, written, and
oral
communication skills.
• Cornell University now offers a minor in environmental
engineering,
encouraging engineering students “to learn about the scientific,
engi-
neering, and economic foundations of environmental
engineering so
that they are better able to address environmental management
issues.”4
• At Kettering University, a multidisciplinary engineering

elective course
employs proven pedagogical methods and tools that enable
students
to incorporate environmental and economic concerns into
technical
designs.5
• Virginia Tech offers a bioprocess engineering specialization,
which
combines knowledge of biological, chemical, and engineering
princi-
ples to produce sustainable and environmentally responsible
food,
fuels, pharmaceuticals, plastics, construction materials, and
other
products from biological materials.6
• Introductory engineering courses at Michigan Tech now
emphasize com-
munication skills as a core element of engineering problem
solving.7
• The College of Engineering and the Jackson School of
Geosciences at
the University of Texas jointly offer a degree program designed
to
teach students the geological and engineering principles needed
to
solve resource development and environmental problems.8
These and many other similar efforts are a step in the right
direction.
However, the shift to more broad-based, interdisciplinary,
and/or environmen-
tally responsible curricula has been painfully slow at many
engineering schools.

“I’ve seen a trend toward more social consciousness both in
process design
engineering as well as in manufacturing processes, and that is
beginning to
be reflected in the curriculum here at Wisconsin and at other
institutions,”
says Professor Harold Steudel of the Department of Industrial
and Systems
Engineering at the University of Wisconsin-Madison. “For
example, our
Department of Professional Development has introduced new
courses on
environmental management and sustainability. But it can be a
slow and dif-
ficult process—both logistically and politically—to redesign
[curricula] at
major institutions.”
Typically, change comes to the curricula at public universities
through the
efforts of a tenured professor or a faculty member with the
energy and enthu-
siasm to push through new courses. And all too often the inertia
outweighs
the enthusiasm. So, what can an aspiring Citizen Engineer do?
Here’s some
guidance.
Advice for Engineering Students
“You can learn to program and you can get a job fixing bugs . .
. but if you want to

do something that makes a difference, you have to learn to think
across boundaries,
to understand business, customers, law, public policy. . .”
—Mike Shapiro, Distinguished Engineer, Sun Microsystems
It can be a tough balancing act. If you broaden your areas of
study while
you’re in engineering school, potential employers may consider
you to be too
unfocused. A triple major, for example, may actually be
counterproductive.
On the other hand, if you narrow your field of study, you may
limit your
growth—personally and professionally.
Good schools are starting to ensure that engineering students
get deeper
knowledge of how things work across traditional boundaries—
for example,
making sure that software engineers understand how a
microprocessor works,
how to write a compiler, how to write a program on top of that,
and so on.
Another dimension of this increased breadth is helping
engineers understand
how to analyze a market, how to explain the customer benefit of
a new inno-
vation, or what it means to have a great idea that has no channel
to customers.
Today’s responsible civil engineer must be aware not only of
technical
design issues but also of more efficient and “greener” materials,
socially
and environmentally responsible construction methods, and the

need to
collaborate closely with architects to achieve the best
combination of art
and functionality.
—Ricardo Davila, MIT ’06
211
Here is one strategy that many people advocate for would-be
Citizen
Engineers: While in school, focus on getting that first job. Be
technically
savvy in your area of specialty, then broaden your base of
knowledge and
skill sets as your career evolves. Here’s the problem with that
advice:
Narrowing down is very counterproductive in the long run. All
the really
interesting innovation occurs across boundaries, not within a
specialty. For
students, it’s more important to get a deeper appreciation of
interrelationships
and to learn how to understand something that’s completely
new.
Our advice is to be as broad as you possibly can, especially as
an under-
graduate. Be sure to take courses in economics, business,
political science,
and law. Focus on how these areas help you reason and think
rather than sim-
ply catalog knowledge. Legal reasoning, for example, is

fundamentally dif-
ferent from what you are used to. Of course, logic does apply,
but for many
legal systems it is the history of the field in terms of case law,
so-called legal
precedent, that forms the underlying axioms. In these systems
(e.g., in the
United States), you don’t argue what ought to be true or just;
you argue how
something relates to the case law. And for all systems, process
is paramount—
how something is decided may be more important than what was
decided.
“Learn how to learn” may be hoary, but it’s great advice. Learn
how other
people learn and reason too. Your best bet in influencing what
happens in
some other sphere, such as law or public policy, is to speak
their language,
rather than expecting them to speak yours. You will also be
amazed how, later
in life, you draw as much on your education in areas such as
business, law,
and ethics as you do on your core courses.
Advice for Engineering New Hires
“Don’t just answer the question what are we building; ask what
could we build?”
—Sheueling Chang,9 Distinguished Engineer
One of the key concerns of many newly hired engineers is that
they’ll have
very limited input into any social or environmental
considerations of the

projects they’re working on. At the surface level, this often
seems to be the
case. If you’re hired to optimize the firmware on a new board
design for a
mobile handset, management is not looking to you for guidance
about the
company’s take-back policies. You have specific deadlines and
deliverables.
So, when and how do your values as a Citizen Engineer enter
the picture?
In the words of Sun engineer Mike Shapiro, “If you’re
passionate about
anything in your life, you’re heading in the right direction. If
you’re passion-
ate, you have to ask yourself: Am I willing to really learn my
craft and learn
how to be a leader? If you are, you will notice two things: You
will be able
to engage in any activity or project and learn something by
doing it, and you
will become a better craftsman. A lot of people think what
they’re doing is
unimportant. That’s sometimes because they’re not passionate;
it’s more often
because they are passionate but they don’t understand that what
they’re
doing now will enable them to become a better craftsman and a
better leader.
If you’re committed to being a craftsman, study the work of
others. You’ll

learn how to be a leader, and you’ll develop influence. No
project is too triv-
ial or simple to learn something valuable from.”
Michael Falk, general counsel of the Wisconsin Alumni
Research
Foundation (WARF), adds the following: “As an engineer you
have a unique
set of abilities that so few of us have—the ability to manipulate
what the real
world looks like. Whatever your role is, expand the paradigm of
the question
you’ve been asked. If you allow it to be pushed into a narrow
arena you cheat
yourself and you cheat everyone else, and you limit your role.
Being an engi-
neer isn’t just about solving discrete problems; it’s about
answering problems
in unconventional ways. That’s the kind of creative work people
want engi-
neers to do. There’s always an opportunity to do it.”
213
ContentsPrefaceAcknowledgmentsAbout the
AuthorsIntroduction: While You Were Busy Debugging…Part I:
Advent of the Citizen EngineerChapter 1 “Citizen Engineer”
DefinedResponsibilities of the Citizen EngineerKnowledge Base
of the Citizen EngineerChapter 2 How Engineering Got Its
Paradigm ShiftedChanges in the Nature of
EngineeringEngineering on a Whole New ScaleExternally
Driven Changes in EngineeringPerspectives on an Engineering
TransformationPart I: Summary, and What’s NextPart II:
Environmental ResponsibilityChapter 3 Environmental Impact:
The Big PictureEco-Responsible Engineering: An Enormous
OpportunityCore Challenges of Eco-EngineeringChapter 4

Beyond the Black Cloud: Looking at LifecyclesThe “Cradle to
Cradle” VisionChapter 5 A Pragmatic Approach to Lifecycle
AnalysisA Basic Lifecycle ModelAdditional Lifecycle
ConsiderationsEmbodied Energy and Embodied CarbonStarting
a Top-Level AssessmentChapter 6 Setting Priorities,
Requirements, and GoalsKnowing the LawBusiness
Requirements and OpportunitiesAreas of Greatest ImpactQuick
Wins and Low-Hanging FruitChapter 7 Energy and
EmissionsCommon Sources of EnergyCalculating Energy and
PowerEnergy Impacts: Finding the Cleanest Source of
PowerEnergy and GHG EmissionsPutting a Value on Carbon
(Dioxide!)Heat, Noise, Light, and Radio EmissionsProcess-
Related GHG EmissionsEnergy Efficiency in Product DesignAn
Example: Energy Efficiency in Data CentersChapter 8
Chemicals, Materials, and WasteChemistry and the
LawPackaging and DocumentationWaste and RenewalChapter 9
Water and Other Natural ResourcesSocial
ConsiderationsBusiness ConsiderationsCalculating the Water
FootprintTrading Virtual WaterOther Natural ResourcesChapter
10 An Example of Eco-Engineering: Interface, Inc.An
Aggressive Initiative with Very Specific GoalsChapter 11 Eco-
Engineering: The Grass Is Always GreenerCarbon Neutrality:
Good Start but Not EnoughGreenwashing and Green
NoiseMeasuring and Sharing with OpenEcoPart II: Summary,
and What’s NextPart III: Intellectual ResponsibilityChapter 12
Intellectual Property Law FundamentalsIP 101: Core
ConceptsPatentsCopyrightTrademarksTrade
SecretsNondisclosure AgreementsEmployment Contracts and IP
OwnershipTip Sheet: Inbound and Outbound IPHow to Protect
Your IP in Emerging MarketsBack to Patent Protection: The
Good, the Bad, and the UglyChapter 13 Open Source Software:
Licenses and Leverage“Free” Software LicensesNonfree but
Free-Sounding Software LicensesA Closer Look at the
GPLContributor AgreementsSoftware IndemnityChapter 14
Creativity and ControlMaximizing the Cycle of InnovationHow
We Got HereControl over InterfacesInnovation CommonsThe

Economics of Open SourceBeyond SoftwareBuilding an Open
Source Community: Practical Advice from a ProChapter 15
Protecting Digital RightsDigital Rights ManagementIs “Open
DRM” an Oxymoron?Fair Use and Other Concepts for Reducing
RestrictionsPart III: Summary, and What’s NextPart IV:
Bringing It to LifeChapter 16 Education of the Citizen
EngineerUpdating Engineering CurriculaAdvice for Engineering
StudentsAdvice for Engineering New HiresChapter 17 Citizen
Engineers in ActionAppendixLifecycle Phase ChecklistsThe
"Make" PhaseThe "Use" PhaseThe "Renew" PhaseRequired
Reading for Citizen EngineersNotesPhoto
CreditsIndexABCDEFHHIJKLMNOPQRSTUVWYZ

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