Innovation Thinktank: Translating

Science from Lab Bench to Market

Class Time: M/W 3:55 – 5:10 PM Instructor: Jeff Savage, Ph.D.

Classroom: 650 Lincoln Email: jeff.savage@moore.sc.edu
Office Hours: By appointment Office: DMSB 410E

Steve Jobs: “Creativity is just connecting things.”

Course Description
The United States spends more on R&D than any other nation. However, the majority of our intellectual
property is never commercialized beyond the patent stage. Why? Can we improve this? If so, how do we
begin to solve the 'science to market translation' problem?

This course is driven by the effort to unpack potential avenues of study to begin answering these questions.
While I have dedicated my career to understanding and improving our country's innovation rates through
research, teaching and consulting, I strongly believe that your creativity and learning will help us find new
ways to address this issue. For that purpose, this service-learning course will bring together students from a
diverse set of disciplines to create an Innovation Thinktank to address this translation problem.

Our class will focus on the four primary issues constricting the flow of information:
1) Limits of Language: HOW we convey scientific information often impedes the flow of knowledge.; 2)
Training Tradeoffs inherent in the way individuals are trained and incentivized in various methodologies (i.e.,
engineering, science, finance, etc.); 3) Nature of Novelty: Human minds are not designed to predict the future,
especially when a breakthrough technology is in the mix; 4) Patent Problems inherent in our intellectual
property system are also key.

This Thinktank will consist of an eclectic mix of lecture, discussion, case study, and guest lecturers. We will
meet with entrepreneurs, investors, scientists and faculty to understand the behavioral underpinnings of the
translation problem and identify novel ways to analyze and communicate scientific findings. However, we will
do more than theorize on these issues from the sidelines. We will get an insider's view into how local public
and private institutions, like Oak Ridge or Savannah River National Labs (ORNL; SRNL) are trying to solve
this issue in real time.

We will do one of two projects. We will either work with SRNL to help them with an ARPA-E grant they
received to prove the hypothesis that incinerator ash (currently filling up landfills across the US) can be used
in the production of cement, replacing “fly ash” (a byproduct of coal). We might also be working with
ORNL’s Geospatial Science team as they look for ways to incorporate their expertise in tracking population
movements across location to help the CDC.

OBJECTIVES:
It is expected that upon completion of this course, students can:
1. Explain the evolution of modern scientific thought and its impact on innovation.
2. Understand and deconstruct the core barriers to innovation in the modern age.
3. Exhibit understanding and insight into solving an applied innovation problem
 Herbert Simon: “Learning results from what the student does and thinks, and only from what the student
does and thinks. The teacher can advance learning only by influencing the student to learn.”

COURSE REQUIREMENTS AND GRADING

Final grades are determined based on the university’s grading scale and in accordance with the percentages
noted below (without rounding):

A: 90.0+ B+: 88.0+ B: 80.0+ C+: 78.0+

C: 70.0+ D+: 68.0+ D: 60.0+ F: <60.0

Grades will be based on the following:

Assignment: Weighting
Individual (50%) %
A. Journal Reflection Essays 10
B. Participation 20
C. Choose Your Own Adventure 10
D. Peer Evaluation 10

Group (50%)
E. HBR Case Discussion Lead 10
F. Innovation Book Presentation 20
G. National Lab Project Deliverable/Presentation 20
Σ= 100%

Requirements
1. Participation: You are expected to read very closely and carefully. Familiarity with the assigned materials is
critical for good discussion. Thoroughly understanding these materials may require you to search out and
understand concepts through your own study. This course is not for students who prefer an education they
can simply ingest as the passive takers of notes. It is for those who enjoy the acts of thinking, reflection, and
argument. Frequent contributions to class discussion are not merely desirable; they are essential. Quality, not
quantity, is emphasized in your participation score, reflecting my preference for a high insight-to-word
ratio (i.e. few quality comments are better than many low-quality comments).

*Required Reading*: Much of the required readings, videos and materials will be posted on Blackboard, but
you must purchase Harvard cases and readings. Please do so here, as well as two books (see below).

2. Journal Reflection Essays: You will submit five journal essays to Blackboard based on the required reading
for the course--The Structure of Scientific Revolutions by Thomas Kuhn, as well as at the beginning and end
of class.

3. Choose Your Own Adventure: Alone or in groups of 2-3, you will pick one of the following options with the intent
of gaining specific knowledge or insight into the National Lab project
:
- Read one of 3 books: How Innovation Works by Matt Ridley; Corporate Innovation in the Fifth Era by Le
Merle & Davis; The Game of Innovation, Cutler
- Write a case about an innovation-related topic from school, personal interest and/or professional experience
- Analyze a scientific trust issue (Replication Crisis a la Amy Cuddy, Diederik Stapel, Chris Hartgerink, etc.)
- Do a deep dive into an innovation—either how it evolved or what you think it may do (ie ChatIGT)
- Come up with your own! (Must be approved by me)

4. Peer Evaluation: Determined by your team’s evaluation of your efforts in the group projects.
5. HBR Case Discussion Lead: While you will generally prepare for case discussions individually, doing so as a
group is very helpful. Because we learn much better when we teach and apply new material, for one case you
and your team will lead the class discussion. To do so you will prepare a case outline consisting of questions,
proposed solutions, and links to the Innovation Framework used in class. See Blackboard for more details.

6. Innovation Book Presentation: In teams of ~4, you will prepare a 25-minute interactive presentation on one
of the following books read over the first half of the semester. This presentation will consist of an executive
summary of the book, a synopsis of the book’s major contributions to our study of innovation and/or
commercialization, and a critique of the book. The presentation should highlight the Barriers to Innovation
Framework that we are using in this class. You will find more details for the assignment on Blackboard. To
sign up for a book, please make use of this Google Form (which is also on Blackboard). Choose from the
following: Competing Against Luck by Clay Christensen et al; Crossing the Chasm by Geoffrey Moore; Ten
Types of Innovation by Larry Keeley et al.; Evolve or Die by Tom Triumph

7. Final Report & Presentation: During the scheduled final examination period for this course, each group
will present a short (~30 minute) presentation for scientists at SRNL or ORNL on the topics we have
collectively come up with. You should prepare both a written report and a PowerPoint for this presentation.
While these should take into consideration course materials, it is expected that the presentations will be
driven by self-learning. These should be comprised of three sections.
1. The nature of problem. Describe the problem using materials and discussions from the class, your own
research, and discussions with individuals at SRNL/ORNL.
2. Research Design: Describe your research plan, path, and progress.
3. Results/Recommendations: What surprised you from the research? Did you find companies, individuals or
government agencies that have found a unique and implementable way to improve the innovation process?
What could this look like for our national labs and other innovation drivers?

Other Items
1. Attendance. As this is a traditional face-to-face course, prompt attendance is expected. The University attendance
policy specifies that students may miss up to 5% of class time (1 class) without penalty. Additional absences will affect
your class participation grade. I follow the University’s excused absence policy here. Extreme circumstances may
necessitate an incomplete grade and will be evaluated on an individual basis.

Given our technological and connected world, there is an option for you to access class via Zoom in the rare situation
that you are sick, traveling for work/sports, etc. If you let me know ahead of time, class can be live-streamed at this zoom
link. Please note that while I will make an effort to call on virtual students often (J), the class and your team will be
negatively affected, so it is difficult to achieve a perfect participation grade if you are not in person.

2. Academic Honesty: Please become familiar with the University's Honor Code found in the Official Student
Handbook: "It is the responsibility of every student at the University of South Carolina Columbia to adhere
steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic
program. Any student who violates this Honor Code or who knowingly assists another to violate this Honor Code
shall be subject to discipline." Dishonest behavior will result in, at minimum, a zero grade on the assignment.

3. Mandatory Reporter: UofSC is committed to providing a safe learning environment for all students that is free of all
forms of discrimination and harassment. Sexual misconduct and relationship violence in any form are antithetical to
the university’s mission and core values, violate university policies, and may also violate federal and state law. I am a
“Mandatory Reporters” and required to report incidents of sexual misconduct and relationship violence. If you or
someone you know has been impacted by sexual harassment, assault, dating or domestic violence, or stalking, please
visit www.sc.edu/stopsexualassult of you can contact SAVIP (803-777-8248). After hours, call USC Police (803-777-
4215) to speak with a SAVIP advocate (no personal information collected).
Date # Topic & Reading Assignments
1/9 1 M Syllabus & Class Intro Journal Entry 1
1/11 2 W What is Innovation? What are key barriers? BionX Case
1/16 Martin Luther King Day
1/18 3 W Kuhn Structure of Scientific Revolutions: I-V Journal Entry 2
1/23 4 M Kuhn Structure of Scientific Revolutions: VI-IX Journal Entry 3
1/25 5 W Kuhn Structure of Scientific Revolutions: X-Postscript Journal Entry 4
1/30 6 M Barrier #1: Limiting Language
2/1 7 W HP: Flight of the Kittyhawk Team 4
2/6 8 M Barrier #2: Training Tradeoffs
2/8 9 W E-Ink in 2005 Team 3
2/13 M Barrier #3: Nature of Novelty
2/15 W N12 Technologies Team 2
2/20 M Barrier #4: Patent Problems
2/22 W Emmtrix Technologies Team 1
From Seeing Problems to Creating Opportunities: Navigating the Barriers to Innovation
2/27 M Technical SWOT Harvard: Technology Strategy
3/1 W Guest Speaker: Lee McIllwinen SCRA
3/6-8 Spring Break
3/13 M Group Project Workday
3/15 W Book Report Presentations Teams 1 & 2
3/20 M Book Report Presentations Teams 3 & 4
3/22 W NATIONAL LAB INTRO CYOA Proposal Due
3/27 M Navigating Pt 1: Less Limiting Language & Transcending Training
3/29 W Navigating Pt 2: Navigating Novelty & Pursuing Patent Potential
4/3 M Guest Speaker: Phillip Galland (Stealth Startup) Deep Funding Reading
4/5 W Guest Speaker: Greg Bennett Genius Project
4/10 M CHOOSE YOUR OWN ADVENTURE Presentation & Discussion
4/17 M Guest Speaker: TBD
4/19 W Group Project Workday
4/24 M Course Wrap-Up Journal Entry 5 due (end of day)
4/28 F NATIONAL LAB FINAL PRESENTATION Presentations @ 4PM