From conducting bench-top experiments to launching on-campus tech start-ups, Canadian post-secondary students play a crucial role in creating the IP that drives Canada’s innovation economy. According to Statistics Canada,. Presumably, this amount has only grown as Canadian companies have continued to at higher education institutions in the intervening years. Despite these investments, and a greater , many Canadian post-secondary students have only a limited understanding of IP and their own IP rights.

While post-secondary institutions have started to integrate IP education into their course offerings, these courses vary considerably from institution to institution and may not be accessible to all students wishing to enroll (e.g. many law programs feature IP courses, however, students from other programs may be prohibited from enrolling). While post-secondary institutions are likely to continue developing their own IP curricula, the Federal Government is uniquely positioned to bridge the gap for the time being by offering post-students access to reliable IP resources and programs (i.e. online resources, seminars, and/or courses). For example, such programs could be similar in structure and content to those proposed in CIPO’s 2017-2022 business strategy for small to medium sized business except tailored towards the needs of post-secondary students.

On June 7^th, 2017, the Standing Committee on Industry, Science and Technology (the “Committee”) on IP and technology transfer from post-secondary institutions to industry. According to the accompanying news release, the proposed study aims to: (a) review the various technology transfer practices and policies presently in use; (b) compare these practices nationally, and with the best international practices; (c) identify incentives for researchers to register IP; (d) identify incentives and practices for the private sector to identify and utilize post-secondary IP; and, (e) review partnerships between colleges, universities, government and the private sector. To date, nearly twenty interested parties have submitted briefs outlining their positions on the proposed topics and discussions are underway in Ottawa.

While not specifically outlined in the study’s aims, it would be arguably worthwhile for the Committee to consider the value of offering IP education to post-secondary students as a means of facilitating, and ultimately improving, post-secondary IP technology transfer. By offering students access to IP resources and programs from the onset of their post-secondary education, students would be entering the lab or the classroom with a more refined appreciation for the value of IP. This understanding would hopefully encourage students to innovate with IP as a primary objective of their work, rather than simply a by-product. This proactive approach to IP education would presumably translate into a greater overall IP yield from post-secondary institutions while providing students with a more nuanced understanding of their own IP rights.

William Foster is a JD Candidate at Osgoode Hall Law School and was enrolled in Osgoode’s Intellectual Property Law Intensive Program. As part of the program requirements, students were asked to write a blog on a topic of their choice.

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Over the past 10-weeks I have had the privilege of working at the , one of Canada’s largest and oldest copyright collective soceities. Established in 1990 following the merger of the Composers, Authors and Publishers Association of Canada (CAPAC) and the Performing Rights Organization of Canada (PROCAN), SOCAN administers the public performance rights in musical works on the behalf of nearly 150,000 authors, composers and publishers. SOCAN’s immense repertoire includes the musical works of its Canadian members and members from affiliated societies around the world.

Given my background in music and my interest in copyright law, it was not difficult to become immersed in the tasks that I was assigned by my supervising lawyers. From drafting litigation documents to attending examinations for discovery, there never seemed to be a dull moment during my placement. While most my work was related to SOCAN’s efforts to license its members’ musical works, I also had the opportunity to learn more about SOCAN’s advocacy at the Copyright Board of Canada and its on-going efforts to promote the work of Canadian songwriters.

Although I have many memorable experiences from the past few weeks, the personal connections I made while at SOCAN will leave the longest lasting impresion. During my placement, I was incredibly fortunate to work alongside experienced legal counsel, paralegals, and administrative professionals who were always friendly, hospitable, and willing to help.

William Foster  is a JD Candidate at Osgoode Hall Law School and was enrolled in Osgoode’s Intellectual Property Law and Technology Intensive Program. As part of the program requirements, students were asked to write a reflective blog on their internship experience.

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