MGMT 49000 Hacking for Defense Spring Course Offering
Dr. Ken Callahan (DCTC), Matt Dressler (Purdue Innovates) and Richard Sikora (Daniels School of Business / Purdue Innovates) will facilitate the “Hacking for Defense” course in 2026.
There will be a pilot course available for the Spring semester.
This course will be listed as "MGMT 49000 Hacking For Defense" at the Daniels School of Business and have scheduled a classroom for use TTh 10:30-11:45 KRAN G005.
This is a small class and space is limited.
Course Description
This is a practical class – essentially a hands-on lab, not a theory, case study, or “book” class. As a Field Study, most of the learning will occur outside the classroom, or "in the field." Our goal, within the constraints of the limited amount of time you have together as a cohort, is to help you understand, through interaction and iteration, customer and stakeholder needs in the Department of Defense and Intelligence Community using the Lean LaunchPad Methodology and:
- Rapidly iterate technology solutions while searching for product-market
fit
- Understand all the stakeholders, deployment issues, costs, resources, and ultimate mission value
- Understand how solutions get deployed and in the hands of the warfighter
- Learn how to act and solve problems not just admire them
Pre-requisites: None.
Student Learning Outcomes
SLO-1: Apply the Lean LaunchPad method to analyze and develop solutions for complex national security problems.
SLO-2: Evaluate current threats and challenges facing the nation by engaging with government innovators and stakeholders.
SLO-3: Integrate principles of entrepreneurship with public service to design and communicate mission-driven solutions.
Course Structure
Flipped Classroom Format: All readings and assignments are in the textbook and on Brightspace. Come to each live class ready to participate—or even lead—by completing that week’s assignments in advance. Classes kick off with your student team presentations, feedback from your peers and the teaching team, a short lecture, and instructions for the next week. Most learning will take place outside of class, with class time being used to provide feedback and guidance on next steps.
Class Culture: This course is fast-paced and demanding by design—you’ll experience the intensity of Hustle Culture, where action happens under tight time, resource, and cash constraints. While we’re not saying this is the only way to build a company, the pace and pressure will push you to learn quickly, adapt, and think creatively in uncertain environments.
Our teaching style reflects this too. We practice Radical Candor…we care personally while challenging you directly. You’ll receive honest, specific, and public feedback each week—sometimes tough, always constructive. The goal isn’t to break you down, but to prepare you for the realities of innovation and to help you grow faster than you thought possible.
Required Materials:
- Decker, Jeff, The Hacking for Defense Manual (teaching team will provide Kindle version, one copy also available at Newman Library on Reserve)
- Osterwalder, et al, Business Model Generation (available digitally through Newman Library)
Optional Materials:
- Constable, Giff, Talking to Humans (available digitally for free to academia)
Assignments: All assignments, with due dates, are listed in Brightspace. Assignment descriptions are found in The Hacking For Defense Manual and Brightspace.
COURSE POLICIES
Attendance: H4D is project-based; your teammates are counting on you. Therefore, attendance is mandatory in all team meetings and presentation sessions. Coordinate with the teaching team in advance if you need to miss a scheduled session. The first unexcused absence will result in lowering your grade 1/3 letter grade (e.g., A to A-). Your second unexcused absence will lower your grade one full letter grade (e.g., A to B). A third unexcused absence is grounds for failing the course.
Participation: Throughout the course, you’ll have many chances to engage, practice, and grow your skills. This includes completing readings and assignments before in-person sessions, actively sharing your questions and experiences in discussions, participating fully in activities, delivering clear and engaging presentations, and giving thoughtful feedback to your peers. Your participation helps you and your classmates get the most out of every session.
Academic Accommodations: If there are aspects of this course that prevent you from learning or exclude you, please let the teaching team lead know as soon as possible. Together we’ll develop strategies to meet both your needs and the course requirements.
Class Communication: We will post announcements on Brightspace; students should configure to push announcements to their email address. Teams will be expected to regularly post progress updates in a blog; faculty advisors will monitor blogs so they can provide better feedback during in-person sessions.
Syllabus Changes: We reserve the right to modify the course syllabus and class schedule as needed. Students are responsible for adapting to any changes announced in class, e-mail, or Brightspace.
ACADEMIC INTEGRITY
Students enrolled in this course are responsible for abiding by the Honor Code. A student who has doubts about how the Honor Code applies to any assignment is responsible for obtaining specific guidance from the course instructor before submitting the assignment for evaluation. Ignorance of the rules does not exclude any member of the University community from the requirements and expectations of the Honor Code.
Artificial Intelligence Policy: In this class, you’ll be expected to use AI tools (like ChatGPT and image generators)—some assignments will even require it. AI is becoming an essential skill. We’ll experiment with different tools and then share in class how your prompts and the AI’s responses shaped your work.
A few things to keep in mind:
- Good prompts = better results. Be curious and refine your questions.
- Double-check any facts or numbers—AI isn’t always You’re responsible for what you turn in.
Think of AI as a partner in your work, but one you must acknowledge. At the end of any assignment where you use it, include a short note on how you used AI and what prompts you tried. Attribution of AI generated material as your own is a violation of the Honor Code (see above)
Ways you might use AI here:
- Sharpen research questions
- Create strong interview questions
- Brainstorm, outline, and clarify ideas
- Polish grammar, rigor, and style
- Create images to tell a story
ASSESSMENT
This course is team-based and 85% of your grade will come from your team progress and final project. Your peers will also grade your contribution to your team. Grading criteria are broken down as follows:
|
Assignment |
Description |
Weight |
|
Field Work |
Measured through blog write-ups and presentations each week. Each week, team members must complete 10 or more interviews and update the Mission Model Canvas. |
30% |
|
Participation |
Based on class attendance and participation in team discussions, including constructive feedback for other student project teams. |
15% |
|
Weekly Team Presentations |
Weekly “lesson learned” update presentation. |
25% |
|
Team Final Presentation |
Based on actual grade and supports insight into student learning and retention. |
30% |
|
|
Total |
100% |
Grading Scale:
TIMELINE
|
Module |
Date |
Lecture Topic |
Team Presentation |
|
1 |
|
Intro to H4D |
None |
|
2 |
|
Discovery 101 |
Problem Sponsor Interview |
|
3 |
|
Beneficiaries |
Mission Model Canvas |
|
4 |
|
Value Proposition |
Beneficiaries |
|
5 |
|
Mission Achievement |
Value Proposition |
|
6 |
|
Solution-Mission Fit |
Mission Achievement |
|
7 |
|
Buy-in and Support |
Solution-Mission Fit |
|
8 |
|
Deployment |
Buy-in and Support |
|
9 |
|
Key Activities |
Deployment |
|
10 |
|
Key Partners |
Key Activities and Resources |
|
11 |
|
Guest Speaker |
Partners and Mission Budget |
|
12 |
|
Final Presentations |
Final Presentations |