A group of interdisciplinary Marshall University students is engaged in a pilot program to leverage the creativity and critical-thinking skills of civilians to develop innovative solutions to complex, real-world military challenges.
The undergraduate honor students are enrolled in the upper-level Design for Defense, a core course offered through the university’s Honor College. The course is Marshall’s version of Azimuth, a National Security Innovation Network initiative to tap into the diverse talents of university students to help overcome defense challenges.
With the support of U.S. Air Force personnel, the Marshall students are searching for ways to maintain air superiority of U.S. forces by protecting ground-based aircraft, particularly in the Indo-Pacific region, where military analysts estimate up to 90 percent of aircraft and infrastructure could be damaged or destroyed during an attack before adversaries can be engaged.
Working collaboratively and in breakout teams, students utilize design-iterate-and-test methodologies such as Lean Startup and Design Thinking to formulate novel ways to approach the problem and generate possible solutions.
Students are guided in their journey by instructors Deacon Stone and James Westbrook. Stone is the director of innovation at Marshall’s Advanced Manufacturing Center (MAMC) while Westbrook, a Navy veteran, is a grant officer with the Marshall University Research Corp.
In addition, students are joined remotely for each Wednesday evening class by Mike Rutland and/or Michael Fowler, alumni of Project Mercury, a U.S. Air Force program to strengthen the branch’s innovative culture. Fowler and Rutland provide context, answer student questions and serve as a sounding board for ideas.
“Design for Defense occupies a unique and challenging niche within higher education, said Westbrook. “While it offers students the rare opportunity to tackle real-world, mission-critical problems, the nature of the subject matter often means that much of the relevant information is classified, limiting access to crucial data. Subject matter experts, although invaluable, are constrained in what they can share.
“However, this constraint provides a valuable learning experience, as students must adapt and think creatively when encountering ‘dead ends’ in their inquiries. Far from being discouraged, students are using these challenges as opportunities to surpass expectations, demonstrating remarkable resilience and ingenuity in overcoming obstacles.”
Andrew D’Arms of St. Albans, a third-year student pursing a double major in computer science and cybersecurity, is part of the inaugural Design for Defense course. He chose to enroll in the class because of its technical, hands-on format.
“I was expecting hands-on, but I didn’t know it would be this hands-on,” D’Arms said. “The whole course is basically a big class project. We’re all working together and collaborating a lot more than I’m used to doing in class. It’s a very different format, one I really like.”
That collaboration is key, according to Stone. “The interdisciplinary nature of this course is crucial,” he said. “By bringing together students from different backgrounds, we’re fostering a collaborative environment where diverse perspectives lead to truly groundbreaking ideas.”
Erin Webb, a third-year mechanical engineer major from Salt Rock, said she chose the course because she is considering enlisting in the Air Force after graduation and because she already is conducting research through a College of Engineering and Computer Sciences project for the U.S. military.
“I’m hoping to learn more about how to think of ideas that aren’t obvious, more out-of-the-box ideas, different approaches to problem-solving,” Webb said. “That’s really useful to me because I do so many research projects.”
David Kapp, a third-year chemistry major from Point Pleasant, said he believes participation in the Design for Defense course will benefit him in his science-based career.
“As a chemist who does research, you’re used to solving a lot of open-ended problems,” he explained. “You might have a vapor pressure issue or a piece of equipment might just stop working. By participating in this class, I will have new tools to approach problems. If I keep experiencing an error with a machine, I can switch to a Design Thinking mindset and hopefully apply a new methodology to the problem that will provide a new result…a better result.”
After hearing from students in the course, Dr. Brian A. Hoey, Dean of the Honors College, observed how the first offering of Design for Defense has successfully aligned with the college’s mission of broadening academic and personal horizons through applied learning. Hoey highlighted its impact, stating, “This experiential learning course exemplifies the Honors College’s commitment to connecting students with complex, consequential challenges in an integrated, supportive environment that builds their capacity for collaborative work and innovative thinking.
“Through Design for Defense, we aim to create a space where students not only develop sophisticated problem-solving skills but also gain a deeper appreciation for the importance of interdisciplinary collaboration in addressing critical issues. This is more than an academic exercise; it’s a mission-driven opportunity for students to bring their unique insights to bear on challenges that directly affect the well-being of our national community.”
Marshall is one of a handful of universities participating in the pilot Azimuth initiative thanks to Andy Tennant, a university alum (MS 2012) and Army veteran, who worked with the Honors College to implement the one-of-a-kind student experience.
“This is my area of opportunity,” said Tennant, the National Security Innovation Network’s regional engagement principal for West Virginia. “I work in the state and Marshall is my alma mater so this is a great opportunity to connect something I’ve done for the past 16 years working with the Department of Defense to the student experience.”
Tennant said students are, by nature, inquisitive. Azimuth gives them a platform and the framework to confront real-world problems then collaboratively work on solutions.
“A real strength of the Azimuth program is that we’re providing a forum for interdisciplinary collaboration,” Tennant explained. “The program is doing a couple of things: One, it is demystifying what it means to be part of the Department of Defense. Two, it drives home the point that national defense is the job of everyone, not just those who put on a uniform. When we’re able to integrate these non-traditional problem-solvers into the Department of Defense, we’re really leveraging a valuable national resource.”
Stone said the Design for Defense course provides students an opportunity to contribute to the national defense while developing an innovative mindset that will serve them throughout life.
“The Design for Defense course provides a unique opportunity for students to grapple with real-world challenges facing our nation’s defense,” he explained. “Their work has the potential to make a tangible difference in protecting our forces and maintaining air superiority, but the program isn’t just about finding solutions for the Air Force; it’s about cultivating the next generation of innovators. These students are learning to think critically and creatively, skills that will serve them well in any field they choose to pursue.”
To learn more about Marshall’s Design for Defense course, visit www.marshall.edu/honors/design-for-defense.
Oct. 30, 2024
