2025 ASEE Annual Conference & Exposition

Traditionally, engineering and policy have operated in silos: engineers focus on building the platforms, while policymakers and strategists dictate use post-delivery. Engineers reengage only for repairs as necessary. This is especially highlighted by the AUKUS agreement with the United States and United Kingdom agreeing to share nuclear technology to build an Australia nuclear-powered submarine fleet However, the escalating importance of submarines necessitates a more integrated approach. Submarines have emerged as a critical nexus for fostering collaboration between STEM and public policy, particularly against the backdrop of rising geopolitical tensions and the increasing significance of the Indo-Pacific region in global security dynamics. It is thus time to break down the social/physical science barriers and develop a new model for STEM workforce development.
Such a new model requires early and continuous collaboration between engineers and policymakers to meet the evolving needs of the U.S., and in particular the U.S. Navy. This case study presents an innovative approach undertaken at one R1 research institution to revitalize the curriculum in collaboration with the Departments of State and Defense (DoS and DoD respectively). The institution offers a semester-long, project-based design course as part of a broader investment in Navy workforce development at the intersection of DoD policy and STEM education.
To ensure an engineering workforce ready to meet the demands of the new national security ecosystem, this novel course was cross-listed for undergraduate and graduate engineering students, as well as political science students, with mixed teams to navigate both the technical and political challenges of innovating within an emerging international security framework. Such an interdisciplinary approach to technical problemsolving is novel, and produced a far deeper understanding of the problem domain and thus richer final solutions. Six student teams work on problems sourced directly from DoS and DoD related to the AUKUS agreement. Teams collaborate with partners and leadership from both agencies, including meetings with an Undersecretary of State and multiple Admirals. Students were also able to travel abroad supported by DoS as part of their research, gaining valuable experience with the diplomatic process. The course is run by a teaching team with expertise in education, international security, and mechanical engineering, ensuring each aspect of this interdisciplinary course was adequately addressed in the pedagogy. Student problem sets ranged from additive manufacturing to explosive detection, physical security, and global logistics management as part of the needs of the AUKUS agreement.
This case study will outline the structure and results of the course. First, it will detail how the teaching team brought together resources from DoD and DoS within the AUKUS framework and built a unique pedagogy to teach students how to innovate rapidly and produce a functional white paper within a 14-week course. The discussion will then pivot to student deliverables and the government’s response regarding how well the teams’ solutions met the AUKUS project's needs. Finally, this paper will assess the course's impact on student outcomes. Given the significant government investment in workforce development, it is vital to understand the likelihood of students transitioning from this program into roles within the wider defense industrial base. This case study will thus present lessons learned for the nexus of new engineering education paradigms and the need for engineering to meet a new national security environment.